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

Código: D-GPA-P01-F02

Versión:  01

Página   de 3

Fecha: 03 / 11 / 2020

PROGRAMA ACADÉMICO: GENERAL AREA- FOREIGN LANGUAGE

SEMESTRE: II / 2020

ASIGNATURA: English I

CÓDIGO: 8104725

PROFESSOR’S NAME: DANIEL FELIPE PINTO OJEDA

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 language, among others. This will be done by 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

To develop the communicative competence from a pre-intermediate level to the rank of level A1 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 1 the student should:

• Introduce themselves and others.
• Produce simple phrases about people and places.
• Say short sentences and understand questions about people
• Ask and answer questions to find out information about people, including name, address, phone, age, nationality and job.
• Ask and answer questions about daily routines and telling the time using present simple.
• Talk about things they like or don’t like doing.
• Talk about present activities using the present continuous tense
• Describe people’s clothes, appearance and personality and ask for goods and services
• Write a description of a person.

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 meaning of the English language.

The methodology will be framed under the Task-Based Approach throughout the virtual sessions of the current semester. Flipped learning will be oriented for English 1. 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.

EVALUACIÓN

La evaluación se realizará de manera cuantitativa, con base en los contenidos programáticos. Dicha evaluación se obtendrá mediante los resultados de las diferentes actividades (tareas, quices, reporte oral y escrito, etc.), consecuencia del desempeño del estudiante, y trabajo autónomo por parte del mismo, y evidencia de su compromiso con la asignatura.

Se tendrán en cuenta para la parte de evaluación las actividades de producción de cada una de las guías que serán trabajadas a lo largo de ambos cortes, con un valor del 50% de la nota total para cada corte.

Se tomará un 20% de la nota total para cada corte, aplicado a un proyecto final de corte que será basado en el programa de pregrado de cada uno de los estudiantes del curso.

El 20% de la nota total para cada corte será asignado a los quices, cuestionarios, y exámenes que sean realizados a largo de cada corte.

El 10% restante será asignado a la asistencia y participación en las clases durante cada corte.

COMPROMISOS DE LOS ESTUDIANTES EN SU PROCESO DE APRENDIZAJE

• Revisar frecuentemente el correo institucional ya que por este medio se harán importantes anuncios respecto al curso.

• Ingresar a la plataforma del curso y tener en cuenta las semanas de actividades. (MOODLE)

• Estudiar detenida y juiciosamente los contenidos y realizar las actividades de práctica y evaluativas.

• En lo posible usar los recursos digitales propuestos por los docentes para fortalecer sus procesos de aprendizaje.

• Evitar el uso de traductor de Google para realizar actividades. En vez de esto, realizar sus asignaciones a conciencia teniendo en cuenta lo aprendido y las indicaciones de los docentes.

• Comunicarse frecuentemente con los docentes por los diferentes canales de comunicación sincrónica y asincrónica. (e.g. institutional email, WhatsApp, etc.).

• Durante el proceso, LOS ESTUDIANTES son los actores y los encargados de construir su propio aprendizaje, por ende, ellos son los responsables de su propio aprendizaje.

GUÍAS

CONTENTS AND FUNCTIONS

INDEPENDENT WORK

DIRECTED WORK

WEEK 1

COURSE INTRODUCTION

Program socialization

Introductions

Class rules

Learning Strategies

TOPICS

Alphabet

Numbers

Colors

Check and do the proposed links and practice activities.

Student’s presentation and expectations.

• English program presentation.

• Class parameters.

• Introduce yourself.

GUIDE 1

(WEEKS 2 AND 3)

Week 2

Personal pronoun -Verb to be (affirmative - negative and interrogative) -Yes/No Qs - Wh Qs

-Adjectives

Week 3

-Job -Occupations -Nationalities.

-Verb to be practice.

PRACTICE:

Vocabulary related to jobs and occupations.

Countries and nationalities

To be - structures for present simple

Adjectives: personality and physical appearance.

Practice vocabulary in context describing people’s job in your community.

GUIDE 2

(WEEK 4 AND 5)

Week 4

Demonstratives

(singular-plural)

-A/an

-Possessive (s’)

-Family (vocabulary)

Week 5

-Everyday objects (vocabulary)

-possessive adjectives

-Possessive pronouns

PRACTICE:

Verb TO BE structures and contractions.

Indefinite Articles (a / an)

Demonstratives (This, That, These, Those)

Possessive case

Possessive adjectives (my, your, his her, our, their)

Possessive Pronouns (mine, yours, his, hers, ours, theirs.)

Practice vocabulary in order to talk about belongings around you in regards to their physical distance.

Show relationships among my family members by the means of a family tree.

GUIDE 3

(6 AND 7)

Week 6

- Prepositions (time  and place)

Week 7

-Telling the time

-Numbers review

PRACTICE:

- Vocabulary about time and place prepositions to describe activities and sites.

- Vocabulary related to time expressions.

- Checking pronunciation.

Practice the vocabulary to talk about daily activities and places around you.

WEEK 8

FEEDBACK &

EVALUATION

Week 8

-Feedback/tutoring, evaluation.

- Project

-Scores submission/ report

PRACTICE:

- Vocabulary and structures.

-Check pronunciation to reinforce listening.

Reading and grammar exercises.

Vocabulary exercises.

Online session (optional)

Feedback.

GUIDE 4

WEEK  9 AND 10

Week 9

-Common verbs

-Places in town (vocab.)

-Present simple (affirmative)

Week 10

-Present simple (negative and interrogative)

-Wh questions (words)

REVIEW

- Study verbs and

their conjugation in present tense, study vocabulary about places around the city.

- Structures in present simple

Describe your hometown showing the places around and the activities you usually do in those places.

GUIDE 5

(WEEK 11 AND 12)

Week 11

-likes and dislikes (vocabulary- sports and activities)

-present simple (review)

Week 12

-Phrases for time and frequency

-Simple present (to/ing)

PRACTICE:

-Structures in present simple.

-Vocabulary related to likes and dislikes.

-Likes and dislikes with nous and -ing.

-Structures for present simple

when to use -to and -ing.

-Adverbs of frequency and time expressions.

Choose some activities you do in your town (nowadays)

Describe how life is in your town during the quarantine and the kind of activities you do (indoor and outdoor activities).

Share daily routine and habits using adverbs of frequency.

GUIDE 6

(WEEK 13 AND 14)

Week 13

-Present continuous

Week 14

-Simple present vs present continuous

-Clothing

PRACTICE:

-Structures for present continuous and vocabulary related to clothing.

Differentiate and practice present simple and continuous: use, structure and meaning.

Describe what people wear according to a given situation.

Describe what people are wearing in photographs.

Practice talking about your personality. 

Use vocabulary in order to describe people's personality and physical appearance.

WEEK 15

FEEDBACK & EVALUATION

Week 15

-Feedback/Tutoring, and Evaluation.

- Project

-Scores submission/ report

PRACTICE:

-Vocabulary and structures.

-Check pronunciation to reinforce listening.

Reading and grammar exercises.

Vocabulary exercises.

Online session (optional)

Feedback.

 WEEK 16

-Scores submission/ report

-

Final marks