Código: FO-MI-030

PROYECTO DOCENTE Versión: 4

Fecha: 20-02-2017

1. Presentación
Numero créditos: 2 Número de Horas: 96 (32 presenciales) Periodo académico: 2018-01
LICENCIATURA EN INGLÉS, LICENCIATURA EN EDUCACIÓN INFANTIL, LICENCIATURA EN FILOSOFÍA, LICENCIATURA EN
TEOLOGÍA, FILOSOFÍA, TEOLOGÍA, COMUNICACIÓN SOCIAL, DERECHO, PSICOLOGÍA, ACTIVIDAD FÍSICA Y DEPORTE,
Programa académico: DESARROLLO FAMILIAR, ADMINISTRACIÓN DE EMPRESAS, CONTADURÍA, PUBLICIDAD, NEGOCIOS INTERNACIONALES,
INGENIERÍA DE SISTEMAS, INGENIERÍA INDUSTRIAL, INGENIERÍA CIVIL, ARQUITECTURA, TRABAJO SOCIAL, DISEÑO
GRÁFICO
Nombre de curso: Inglés V Código curso: ALE05
Nombre del docente NATALIA CASTRO
2 Tuesday 10 – 12 Sede Medellín Bl 5 – 305
8 Wednesday 8 – 10 Sede Medellín Bl 5 – 303
Grupo(s): Horario (s): Lugar (es):
15 Thursday 8 – 10 Sede Medellín Bl 5 – 305
17 Thursday 10 - 12 Sede Medellín Bl 5 – 403

2. Objetivos y competencias esenciales

Objetivos esenciales Competencias esenciales
 Diferenciar información sobre los gustos y actividades del tiempo libre  El estudiante compara y contrasta sus gustos y hobbies con los de
de los demás desde diversos portadores de textos otros, haciendo uso de estructuras lingüísticas específicas,
 Explicar sus gustos y hobbies a través del uso de ideas informadas en vocabulario en contexto y una pronunciación y entonación
textos orales y escritos adecuadas para la comunicación de sus ideas.
 El estudiante demuestra una actitud adecuada frente a la
 Estructurar ejercicios de escritura y habla siguiendo técnicas de cotidianidad del aula desde una participación activa, puntual y
preparación, ejecución y revisión de los diversos portadores de texto reflexiva referente a las temáticas y ejercicios planteados al interior
de la clase.

3. Objetivos y competencias complementarias

FO-MI-030 - Documento de propiedad y uso exclusivo de la FUNLAM
 Objetivos complementarios Competencias complementarias
 Utilizar un registro adecuado en la elaboración de textos orales y
escritos.  Usar adecuadamente estructuras gramaticales del curso en
 Usar adecuadamente estructuras gramaticales del curso en contextos contextos orales y escritos.
orales y escritos.

4.Sesiones y 5. Actividades previas de 6. Actividades de trabajo académico 7. Actividades posteriores 8. Evaluación

fechas trabajo independiente del del estudiante con el para el trabajo independiente Evidencias del proceso de
estudiante. acompañamiento del docente. del estudiante. aprendizaje en las sesiones.
N° Semanas
(Momento para ver) (Momento para comprender) (Momento para hacer) (Momento para valorar).
 Introduce instructor, methodology,  For next class you need the
and class rules. book that we are going to
 Participate in ice break activity. read during this semester.
 Analyze course syllabus  Review tenses: simple
(contents, objectives, activities). present, simple past, future.
 Present evaluation protocol  Review conjunctions and
 Sign forms and collect e-mails relative clauses.
 Plan Lector Read Dr. Jekyll and  Modal auxiliary verbs
Mr. Hyde by Robert L.  Grammar structure about
Stevenson writing.

 Final project: this is going to be

January 30th in small groups (3 students). The
January 31st topic has to be about
1
February 1st Gastronomic Festival: Students
February 2nd are going to look for a Colombia´s
region Andean, Pacific,
Caribbean, Orinoquia, and
Amazon.
Students have to give information
about limits, important cities,
economic, typical food, typical
dances, traditional music, and
representative festivals.
The final presentation has to be in
English, with file makes in power
point, and charges any typical
food according with the region.
2 February 6th  Do you think that the music Students are going to write an answer  Looking for the vocabulary  Book report
February 7th can help people when they to the following question: HOW CAN that you don´t know in  Oral participation
February 8th are sick, sad, stressful, in MUSIC BE CONNECTED WITH THE chapter one.
FO-MI-030 - Documento de propiedad y uso exclusivo de la FUNLAM
 love, etc.?
 What kind of music do you
listen?
 Do you remember any song
that your mom or any family
member sang when they
are sad?
 Do you like to dance? Yes,
No Why?
 When you were in the
school, did you participate
in any civic act or family
event?
 Watch the following video:
Music and the Brain:
Jessica Grahn.
3 February  Read chapter one
13th  What modern rhythms do
February you like?
14th  Can you dance reggaeton,
February salsa, merengue, bachata,
15th vallenato, electronic, and
Latin-American music? Yes
/ No why?
 What is your opinion about
the lyrics of some songs?
For example: 4 babies,
work, etc.?
 Do you think you can win
FO-MI-030 - Documento de propiedad y uso exclusivo de la FUNLAM
BRAIN AND AFFECT OUR LIVES.  Identify the characters.  Screen shots
 Write a physical and
Later, students are going to read what emotional description.
they wrote.
 Internet activities.
In class time, we are going to watch This activity is going to be
the video How to play an instrument organized according with your
benefits the brain. In small groups, schedule class.
students can give their opinion about
the video Every week each student has to
send a complete screen shot
Every student has the book, and where the teacher can see the
together begin the chapter one date and the hour that student
did the activity. Later, the
student has to be send by e-
mail to
natalia.castroca@amigo.edu.co
To follow the link, click on it,
listen the video and do the four
tasks that you can find in parts
1 and 2.
Tuesday: Green
Wednesday: Shopping
Thursday 8: Countryside
Thursday 10: Music
Students work in small groups and  Read chapters two and  Report about the book
give the answer about the questions three.  Book report
that they have before.  Looking for vocabulary,  Oral participation
Later, each group selects one of them characters description and  Self - assessment
for giving an oral report about the write short summary about
answers. the chapters
Students are going to watch a
video The Evolution of Popular
Music by Year (1890-2009)
(USA) (Source: Musicoutfitters,
others)
 over a woman with any After this video, students are going to
reggaeton song? talk about rock evolution and English
 Review comparative and music artists.
superlative adjectives
Review adjectives (superlative and
comparative)

At the end of the class, students

present and oral report about the book
chapter one.

 Let’s talk about literature: Students present and oral report  Read chapters four and five  Book report
who is your favorite writer, about the book chapters two and  Watch the following video  Oral participation
your favorite book, which three How and Why We Read:  Screen shots
book you didn’t like or you Crash Course English  Book report
didn’t read Students work in small groups and Literature #1  Oral participation
 Write short report about the give the answer about the questions  Internet activities.  Screen shots
literature that you like and that they have before. This activity is going to be
dislike. Later, each group selects one of them organized according with your
 Read chapters two and for giving an oral report about the schedule class.
three. answers.
Every week each student has to
Students are going to watch a video send a complete screen shoot
CAN A CHILDREN’S BOOK where the teacher can see the
February CHANGE THE WORLD by LINDA date and the hour that student
20th SUE PARK. did the activity. Later, the
February
4 student has to be send by e-
21st Later, in the same groups; students mail to
February are going to answer the following natalia.castroca@amigo.edu.co
22nd question (writing) and debate (reading
and speaking) about the opinions that To follow the link, click on it,
they can have: HOW DISNEY listen the video and do the four
WORLD STORIES (SPECIALLY THE tasks that you can find in parts
PRINCESSES) AFFECT KIDS 1 and 2.
CONCEPTION ABOUT THE
WORLD? Tuesday: Entrepreneurs

Wednesday: Music

Thursday 8: Creativity

Thursday 10: Literature

5 February  Read chapters four and five Students present and oral report  Read the chapters six and  The criteria for this reading:
27th about the book chapters four and five seven Pronunciation, intonation,
FO-MI-030 - Documento de propiedad y uso exclusivo de la FUNLAM
  Writing short tale  Looking for vocabulary, punctuation, story elements,
(maximum one page in Each student is going to read his / her characters description and vocabulary, grammar structure
word). It has to have: story. write short summary about and fluency.
*name This activity is going to have a grade the chapters  Each student has to send to e-
February *characters oral and writing mail
28th *setting natalia.castroca@amigo.edu.co
March 1st *conflict his / her writing activity ONE
*plot PAGE IN WORD
*theme  Book report
This web can help you SHORT  Oral participation
STORY ELEMENTS  Screen shots
 Read chapters six and Students will present and oral report  Read chapters eight and  Book report
seven about the book chapters six and nine.  Oral participation
 Now, let’s talk about social seven.  Looking for vocabulary,  Screen shots
networks. characters description and  ROUNDTABLE
 Do you use any social Students work in small groups and write short summary about
networks? give the answer about the questions the chapters
 What is your favorite social that they have before.  Internet activities.
network? Later, each group selects one of them This activity is going to be
 What kind of information do for giving an oral report about the organized according with your
you considered that is answers. schedule class.
important for sharing in a
social network? Roundtable: Do you agree or Every week each student has to
 What is your opinion about disagree? do you enjoy or not when send a complete screen shoot
USA government when people use any kind of violence where the teacher can see the
they say that if you are through social network? date and the hour that student
March 6th
6 March 7th going to apply for the did the activity. Later, the
March 8th American visa, they can student has to be send by e-
look at your social mail to
networks? natalia.castroca@amigo.edu.co
 Do you do cyberbullying
anytime? To follow the link, click on it,
listen the video and do the four
tasks that you can find in parts
1 and 2.

Tuesday: Sport

Wednesday: Innovation

Thursday 8: English

Thursday 10: Creativity

FO-MI-030 - Documento de propiedad y uso exclusivo de la FUNLAM

  Read chapters eight and Students will present and oral report  Preparing PACI  Book report
nine. about the book chapters eight and  Review some grammar  Oral participation
 What do you know about nine. topic as adverbs,  Screen shots
technology? intensifiers, comparatives,
 Are you addicted to How do you use technology in your superlatives and tag
technology? life? questions.
March 13th  How do you learn to use What will happen with you if you lose  How to write an outline.
7 March 14th technology? your cellphone?
March 15th  How can technology Students work in small groups and
change our lives? give the answer about the questions
that they have before.
Later, each group selects one of them
for giving an oral report about the
answers.

 WRITING EVALUATION: PACI 01: this test is similar as Saber  Read chapters ten and  PACI
Students are going to write Pro test. eleven.  Historical outline criteria:
a historical outline, the topic Review some grammar topic as Outline elements (Title, introduction,
is THE THEATER IN tenses (simple present, simple past, arguments, and conclusion) and
COLOMBIA. future), conjunctions and relative grammar structure
clauses, modal auxiliary verbs,
grammar structure about writing,
adverbs, intensifiers, comparatives,
March 20th superlatives and tag questions.
8 March 21st
March 22nd 
Each group is going to write a
Historical outline, the topic is The
Theater in Colombia (history,
evolution, the beginning).
This historical outline must be
presented in WORD (cover page,
justify, 1,5 writing between the lines
and Arial 11) with a maximum of two
pages
9 April 3rd  Read chapters ten and Students will present and oral report  Read chapters twelve and  Book report
April 4th eleven about the book chapters ten and thirteen  Oral participation
April 5th  Do you practice any sport? eleven.  Internet activities.  Screen shots
 What is your favorite sport This activity is going to be
for practice? Students work in small groups and organized according with your
 What is favorite sport for give the answer about the questions schedule class.
watching? that they have before.
 Did you participate any Later, each group selects one of them Every week each student has to
competition? for giving an oral report about the send a complete screen shoot
What do you think about that answers where the teacher can see the
FO-MI-030 - Documento de propiedad y uso exclusivo de la FUNLAM
 women play soccer? date and the hour that student
In class, students will watch the did the activity. Later, the
following video student has to be send by e-
How playing sports benefits mail to
your body ... and your brain - natalia.castroca@amigo.edu.co
Leah Lagos and Jaspal Ricky
Singh To follow the link, click on it,
listen the video and do the four
tasks that you can find in parts
1 and 2.

Tuesday: Entrepreneurs

Wednesday: Knowledge

Thursday 8: Heritage

Thursday 10: English

 Read chapters twelve and
thirteen
 Why do you think that a
soccer player has to retired
at early age?
 Do you think that a
sportsman or sportswoman
can receive his or her
pension?
April 10th  Why can the technology
10 April 11th help a professional
April 12th sportsperson?
 What do you think about
sports and doping?
Watch the following video
Doping to win
Students will present and oral report Finishing reading the book Dr.  Oral participation
about the book chapters twelve and Jekyll and Mr. Hyde by  Screen shots
thirteen Robert L. Stevenson
Students work in small groups and
give the answer about the questions
that they have before.
Later, each group selects one of them
for giving an oral report about the
answers.
In class students will watch the
following video
Are athletes really getting faster,
better, stronger? By David
Epstein

Debate: are you agree or disagree

with the athletes that use drugs when
they have a competition?

April 17th Finishing reading the book Dr. Students are going to do a workshop  Preparing Oral Paci Book activity
11 April 18th Jekyll and Mr. Hyde by about the book. That activity can be in
April 19th Robert L. Stevenson small groups or couples
12 April 24th  Let’s talk about food: Students work in small groups and
April 25th *what is your favorite food? give the answer about the questions

FO-MI-030 - Documento de propiedad y uso exclusivo de la FUNLAM

 *do you like eating-out? that they have before. Later, each What is the difference between
*do know how to cook? Do group selects one of them for giving junk food and healthy food?
you like it? an oral report about the answers.
*when do you have a party,
April 26th
what do you drink and eat? In class students are going to watch a
*do you have any business video Big Meal Scene 1 and later
lunch? they are going to answer and reading
*do you have any shameful activity according with the video
situation during a meal?
 Why do you eat junk food? Students work in small groups and Preparing Oral PACI
 Why is not junk food give the answer about the questions
healthy if it has meat, that they have before. Later, each
vegetables and group selects one of them for giving
carbohydrate? an oral report about the answers.
May 8th (tu)
13 May 2nd
In class students are going to
May 3rd
watch a video How the food you eat
affects your brain by Mia Nacamulli
and later they are going to answer
and reading activity according with
the video
 Preparing ORAL PACI  PACI 01: in small groups, PREPARING FINAL PROJECT
according with the final students are going to present a
project Colombia´s region Andean,
Pacific, Caribbean, Orinoquia,
May 15th and Amazon.
(TU)  Students have to give information
14
May 9th about limits, important cities,
May 10th economic, typical food, typical
dances, traditional music, and
representative festivals.
.

FO-MI-030 - Documento de propiedad y uso exclusivo de la FUNLAM

  Final project: this is going to be The final presentation has to be in
in small groups (3 students). The English, with file makes in power
topic has to be about point, and charges any typical food
May 22nd
Gastronomic Festival: Students according with the region.
(TU)
15 are going to look for a Colombia´s
May 16th
region Andean, Pacific,
May 17th
Caribbean, Orinoquia, and
Amazon.
Students have to give information
May 29th
about limits, important cities,
(TU)
16 economic, typical food, typical
May 23rd
dances, traditional music, and
May 24th
representative festivals.
 Final grades, and course
evaluation

9. Evidencias y criterios de evaluación

Evidencias (medios de evaluación para cada Criterios (condiciones para evaluar cada evidencia) Promoción y Certificación Final
objetivo y competencia del curso) Se decide con base en la calidad de los
aprendizajes y desempeños (Artículo 83,
Reglamento Estudiantil Pregrados; y
Artículo 89, Reglamento Estudiantil
Posgrados).
Diferenciar información sobre los gustos y  Internet activities. Logra los objetivos tanto esenciales como
actividades del tiempo libre de los demás desde This activity is going to be organized according with your complementarios y los enriquece con sus
diversos portadores de textos. schedule class. aportes
Every week each student has to send a complete screen shot
where the teacher can see the date and the hour that student
did the activity. Later, the student has to be send by e-mail to
natalia.castroca@amigo.edu.co

To follow the link click on it, listen the video and do the four
tasks that you can find in parts 1 and 2.

Explicar sus gustos y hobbies a través del uso de
ideas informadas en textos orales y escritos
 Oral participation Logra los objetivos esenciales y los
 Roundtable complementarios en forma satisfactoria
 PACI 02 and Final project: this is going to be in small
groups (3 students). The topic has to be about
Gastronomic Festival: Students are going to look for a
Colombia´s region Andean, Pacific, Caribbean, Orinoquia,

FO-MI-030 - Documento de propiedad y uso exclusivo de la FUNLAM

 and Amazon.
Students have to give information about limits, important cities,
economic, typical food, typical dances, traditional music, and
representative festivals.
Estructurar ejercicios de escritura y habla siguiendo  Writing short tale (maximum one page in word). It has to Logra los objetivos esenciales y algunos
técnicas de preparación, ejecución y revisión de los have: complementarios
diversos portadores de texto *name
*characters
*setting
*conflict
*plot
*theme
 Historical outline, the topic is The Theater in Colombia
(history, evolution, the beginning).
This historical outline must be presented in WORD (cover
page, justify, 1.5 writing between the lines and Arial 11)
with a maximum of two pages.
Criteria:
Outline elements (Title, introduction, arguments, and
conclusion) and grammar structure.
 Students are going to do a workshop about the book. That
activity is about the book that we read during this semester.
The activity can be in small groups or couples.
 PACI 01
Logra los objetivos esenciales

Logra algunos objetivos esenciales y

demuestra esfuerzo e interés
No logra los objetivos esenciales y
demuestra poco interés y motivación
No logra los objetivos esenciales y no
demuestra interés ni motivación
No cancela el curso y deja de asistir al 20% o
más del total de horas del curso.
(certificación 0.0)

10. Bibliografía
Básica (texto o textos guía ) Complementaria
Austin Thrush, E., Baldwin, R. & Blass, L. (2007). Interactions Access. Cambridge International Dictionary Of English. (1995). UK: Cambridge
Listening/Speaking. Mc Graw Hill. New York, U.S.A. With CD
Beddall, F. (2006). A History of Britain. Penguin Readers. U.K.: Pearson Cunningham, S. & Moor, P. (2001). Cutting Edge. Elementary. Student’s book.
FO-MI-030 - Documento de propiedad y uso exclusivo de la FUNLAM
Education Limited Longman
Cunningham, S. & Moor, P. (1999). Cutting Edge. Intermediate. Edinburgh: Jones, L. (2002) Let’s Talk 1. Student’s book. CUP
Longman
Groom, W. (1996). Forrest Gump. Penguin Readers. U.K.: Pearson Education Saslow, J. & Ascher, A. (2011). Top Notch- Second Edition. White Plains, N.Y.:
Limited Pearson-Longman
How to plan, organize, perform, evaluate and document roundtables. (2011).
https://cocoate.com/sites/cocoate.com/files/guide.pdf
Johannsen, K.L. & Tarver, R. (2010). World English 2. Real people, real places,
real language
Music is Great (2012). Lesson Plan.
https://www.teachingenglish.org.uk/article/music-great
Naughton, D. (2011). New Total English. Pre-Intermediate. England: Pearson
Numrich, C. (2010). Raise the issues, an integrated approach to critical thinking,
third edition. Longman
Redston, C. & Cunningham, G. (2006) Face to Face: Intermediate. Cambridge,
UK: Cambridge.
Redston, C. & Cunningham, G. (2007) Face to Face: Upper-intermediate
Cambridge, UK: Cambridge
Schrampfer Azar, Betty. (2003). Fundamentals of English Grammar. Third Ed.
Longman. USA
Stevenson, R. (2000). Dr. Jekyll and Mr. Hyde. Penguin Readers. U.K.: Pearson
Education Limited
Top Tips for Writing a Review (2017).
https://en.oxforddictionaries.com/writing-help/top-tips-for-writing-a-review.
Oxford University Press
Trickett, C. (2012). Conversation Lesson. Music, Retrieved from:
https://www.teachingenglish.org.uk/article/conversation-lesson-music
Wilson, A. (2012). Literature is Great. Retrieved from:
https://www.teachingenglish.org.uk/article/literature- great
Writing a review (2017). https://academichelp.net/academic-
assignments/review/
Cibergrafía Base de Datos
https://pomocjezykowa.files.wordpress.com/2016/05/dr-jekyll-mr-hyde.pdf
https://www.youtube.com/watch?v=fDfVsFxJXms&t=398s
http://learnenglish.britishcouncil.org/en/britain-great
https://www.youtube.com/watch?v=40xz0afCjnM
https://www.youtube.com/watch?v=MSYw502dJNY
FO-MI-030 - Documento de propiedad y uso exclusivo de la FUNLAM
https://hrsbstaff.ednet.ns.ca/engramja/elements.html
https://www.youtube.com/watch?v=GaqokusDbbs
www.curso-ingles.com
https://www.youtube.com/watch?v=hmFQqjMF_f0
http://www.austincc.edu/tmthomas/sample%20outline%201.htm
https://www.youtube.com/watch?v=8COaMKbNrX0
https://www.youtube.com/watch?v=11-sP2lE-mQ
Cambridge English Preliminary (2017). Retrieved from http://www.flo-
joe.com/preliminaryenglish/
Cambridge English Preliminary- PET (2014). Retrieved from
Cambridge International Dictionary Of English. (1995). UK: Cambridge
http://www.examenglish.com/PET/?gclid=CIuNz8jwjtUCFQwDhgodxbgNng
Cunningham, S. & Moor, P. (2001). Cutting Edge. Elementary. Student’s book.
Longman
Hobbies and Sports – ESL Quizzes, Worksheets and Games. (n.d.).
https://www.esolcourses.com/topics/hobbies-and-sports.html
Jones, L. (2002) Let’s Talk 1. Student’s book. CUP
Poehland, J. (2017). English Grammar Exercises. Retrieved from:
http://www.englisch-hilfen.de/en/exercises_list/alle_grammar.htm

FO-MI-030 - Documento de propiedad y uso exclusivo de la FUNLAM