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Facultad: Programa:
Profesora: Asignatura:
Periodo Académico: Campo:
Bloque: Aula: _____
CREDITOS: 3_____ Oficina del profesor: bloque
HORAS: 64 horas
HTD 148
HTI 192

GUÍA PROGRÁMATICA

INGLÉS IV
COURSE DESCRIPTION

This course follows an integrated-skills approach to help students learn English as a foreign language. Of course, there is a focus on
communication as the governing idea, and a lot of work will be devoted to the development of the four primary skills of listening, reading, speaking, and
writing through a wide range of tasks and activities. Students will be challenged and engaged in exercising higher order thinking skills. Also, as different
academic skills are being developed, students will be able to have the opportunity to reflect on their learning process and their valuable contribution to
our community and country. Everyday experience shows that the great majority of freshman students are below the A1 level. To solve this problems,
the English Readiness Approach (ERA) serves an effective tool to enhance their learning and achievement. Therefore, the learners are exposed to
English without any of the traditional restrictions conventionally used in learning settings. For instance, when it comes to having learners focus on some
aspects of pronunciation, we deliberately direct their attention to sounds that are acquired early (e.g. beginning consonant sounds), while other sounds
(e.g. some vowel sounds and consonant blends) are dealt with later in the learning process. The classroom is a laboratory for a linguistically rich
environment, always focusing on the use of authentic learning materials.

ADDRESS TO

Public accounting third level students

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I. OBJETIVES

Help the students to get the knowledge of the structures of the foreign language, in its phonological, morphological and syntactic levels and
language, which allows the student to understand the rules of construction, since mastering them is useful not only for the development of the
student’s communication skills as a speaker of the language, but also for future teaching performance.

II. COURSE COMPETENCES

Interpersonal communication

Students can understand writings on very familiar topics using a variety of words, phrases, simple sentences, and questions that have been highly
practiced and memorized.

Presentational writing

Students can write lists and memorized phrases on familiar topics.

Interpretive listening

Students can recognize some familiar words and phrases when I hear them spoken.

Interpretive reading

Students can recognize some letters or characters, learn and memorize words and phrases when they read.
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Communication strategies when reading Skim and scan • Rely on visual support and background knowledge • Predict meaning based on context,
prior knowledge, and/or experience for alphabetic languages.

III. HOW DOES THE COURSE CONTRIBUTE TO THE PROFESSIONAL PROFILE OF THE FUTURE PUBLIC ACCOUNTANT

In today’s world, the need for learning English is universally recognized not only because the use of this language has spread to all countries of the
planet, becoming the language of global communication, but also because English is the main means of disseminating knowledge and information.
The General Education Act (Act 115) adopted as a State policy the promotion of the teaching of a second language, which is reflected in articles 21(m),
22 (l) and 23, which make the teaching of a foreign language compulsory from the first grades of basic education and define the understanding and
ability to express oneself in a foreign language as one of the specific objectives of secondary education.
Therefore, the need for foreign language learning is even more pressing in regions with low socio-economic development such as Chocó, because the
ability to communicate in English will allow future professionals of the department to have greater opportunities for personal and collective growth,
which will translate into a possibility of insertion of the department in the processes of universal communication, global economy and cultural openness.
IV. COURSE CONTENTS

: Students will learn about the following grammatical structures and communicative functions.
Unit 1: Going to the University
Competences Contents Suggested grammar and Face-to-face work Independent work
vocabulary
Students can Part I Using full form and contractions (I
understand am, it is vs. I´m, it´s)  Research on topics
writings on very
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familiar topics Reflecting on your Position of adverbs of  Written and  Writing activities (E-
using a variety learning process / Course reading exercises mails)
of words, expectations /Use of frequency practice
phrases, simple English in the classroom:  Completing exercises
sentences, and useful expressions/course Using the simple present the  Short from
questions that syllabus/ / Use of presentations
have been independent learning tools s/es for third person singular
highly practiced as a course requirement:  Grammar
and memorized. portfolio/ Using don´t and doesn´t practice/games
Class rules and
Students can responsibilities Vocabulary: university
write lists and Personal information
memorized vocabulary
phrases on Talking about your own
familiar topics. daily habits/ routines Word (verbs) to describe
Talking about other
Students can people´s daily habits/ routines/ha bits Adverbs of
recognize some routines
familiar words frequency
and phrases
when I hear Irregular verbs: to be, to have,
them spoken. to go, and to do

Students can
recognize some
letters or
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characters,
learn and
memorize words
and phrases
when they read.

Unit 2: In my free time

Competences Contents Suggested topics, grammar Face-to-face work Independent work
and vocabulary
Students can Describing places Commun verbs  Written and
understand writings reading exercises  Research on topics
on very familiar Using There´s and practice
topics using a There are Useful vocabulary to describe  Complementary projects
variety of words,  Short
phrases, simple Talking about free free time activities presentations  Writing activities (E-mails)
sentences, and time activities
questions that have Question words to ask wh-  Grammar
been highly practice/games
practiced and questions in the simple present  Online practice (platforms/
memorized. websites)
Past, present and future
Students can write  Completing exercises from
lists and memorized
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phrases on familiar
topics.

Students can
recognize some
familiar words and
phrases when I hear
them spoken.

Students can
recognize some
letters or characters,
learn and memorize
words and phrases
when they read.

Unit 3: How was your weekend?

Competences Contents Suggested grammar and Face-to-face work Independent work
vocabulary
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Students can Describing things, you did Asking questions in the  Written and reading
understand writings in the past exercises practice  Research on
on very familiar Talking about yourself simple past Yes/ No topics
topics using a Talking about things other  Short presentations
variety of words, people did in the past questions  Writing activities
phrases, simple Talking about things you  Grammar (E-mails)
sentences, and did Describing age, Wh-questions practice/games
questions that have appearance, personality,  Completing
been highly feelings, location, Spelling rules (regular exercises from
practiced and occupations, origin, and
memorized. the weather using the verb verbs in past)
be Asking and giving
Students can write information in the simple Wh- questions in the past
lists and memorized past
phrases on familiar Forming statements and
topics.
questions in the simple
Students can
recognize some past with be
familiar words and
phrases when I hear Vocabulary
them spoken.
Common verbs to
Students can describe past events
recognize some Words to talk about age,
letters or characters, descriptions (appearance
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learn and memorize and personality), feelings,

words and phrases location, occupations,
when they read. origin and the weather

V. EVALUATION

The assessment criteria along with this course will encompass the requirements as states:
Reminders Percentages

 Mid-term test 1: 10% Test covers…

 Class attendance 5% 30 %
 Follow- up activities and class contributions 5%

 Writing report 5%
 Reading exercises 5%
 Mid-term test 2 10% Test
 Class attendance 5% 30 %
 Follow- up activities and class contributions 5%
 Reading comprehension 5%
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 Writing report 5%
 Final test (GRAMMAR) 20% Test covers….

 English test (SABER PRO) 20% 40 %

 Sum Total 100%

100 %

VI. METODOLOGÍA DEL CURSO

METHODOLOGY
This course offers ample opportunities for students to learn and use the language by means of two main approaches: Task-Based and Student-
Centered Approaches through the language skills integration. In addition, Emphasis on communication through practical activities and interaction
patterns such as pairwork, groupwork and so on. Likewise, students will be exposed to different techniques, activities and free online resources. They
include: both authentic and non-authentic materials, useful websites, writing and speaking activities. Special attention is also given to students’
participation in class and reading comprehension.
 . DIDACTIC MATERIALS:

For the development of this course, a number of grammar books can be used, among them funtional grammar, touchtone, cool and fun 1, Laying
foundations, Cambridge books and others.

VII. PACING/ TIMETABLE

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CONTENTS/WEEKS LESSONS AND ACTIVITIES

-Introduction to course:
WEEK 1: Introduction to course -Class rules
- Diagnostic test
-Tips on learning strategies

Unit 1: Going to the University

o Written and Reading exercises Independent Learning Tools
Week 2: practice and homework activities

o Short presentations
Using online resources
o Reading comprehension activities Pronunciation Power
assignments
Unit 1: Going to the University o Written and Reading exercises
practice Independent Learning Tools
Week 3: and homework activities
o Short presentations
Completing exercises
o Reading comprehension activities Following learning tips for ILTs
websites and from reference
books.
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Unit 1: Going to the University o Written and Reading exercises

practice Independent Learning Tools
Week 4: and homework activities
o Short presentations
Completing your ILTs portfolio
o Reading comprehension activities Completing exercises
Following learning tips for ILTs
websites and from reference
books.

Week 5:
Mid-term
Writing test (reading and writing)

Unit 2: In my free time Independent Learning Tools

o Reviewing test (areas to work on) and homework activities
o Written and Reading exercises
Week 6: practice Doing lab work
Completing exercises
o Short presentations Following learning from websites
and reference books.
o Reading comprehension activities
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o Grammar practice games

Unit 2: In my free time Independent Learning Tools

Week 7: o Reviewing test (areas to work on) and homework activities
o Written and Reading exercises
practice Writing your first paragraph

o Short presentations

o Reading comprehension activities

o Grammar practice games

Unit 2: In my free time Independent Learning Tools

Week 8: o Reviewing test (areas to work on) and homework activities
o Written and Reading exercises
practice Introduction to the Writing
Process
o Short presentations Peer revision
Using VOA
o Reading comprehension activities
o Grammar practice games.

Week 9
Mid-term
Writing test (reading and writing)
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Unit: 3 How was your weekend?

o Reviewing test (areas to work on)
Week 10 o Written and Reading exercises
practice Independent Learning Tools
and homework activities
o Short presentations
Writing exercises
o Reading comprehension activities

Unit: 3 How was your weekend? Independent Learning Tools

o Reviewing test (areas to work on) and homework activities
Week 11 o Written and Reading exercises
practice Researching about your favorite
person
o Short presentations Writing a short paragraph

o Reading comprehension activities

Unit: 3 Independent Learning Tools

o Reviewing test (areas to work on) and homework activities
o Written and Reading exercises
practice Writing questions
Week 12
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o Short presentations Planning short interviews

focusing on basic personal
o Reading comprehension activities. information questions

Week 13
Final test

Final test (GRAMMAR/ SABER PRO)

Week 14
Feedback and process evaluation (autoevaluation)

Week 15, 16
Scores delivery and feedback on course

VIII. COURSE POLICIES/PROCEDURES:

Basic class rules:

 Turn off and put away cell phones when you enter the classroom(negotiable)
 Be respectful to your instructor and your classmates at all times.
 Do all class and homework assignments.
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Attendance:
 Due to the length of the course, there are 2 excused absences.
 If you miss 3 or more class sessions, you will automatically fail the class.
 If you miss two classes in a row without proper documentation, you will need to meet with the instructor to discuss your progress in the
course.
 If you are tardy, each minute after 10 minutes after the expected class time will be deducted. If the number of minutes you are late equal the
duration of class time, your lateness will cost you an absence. (Negotiable)

IX. BIBLIOGRAPHY

Required Texts: Touchstone1 / Cool and Fun 1

Chitiva, Beinerth (1999) Fundamentals of English. Vivas Publishing

Chitiva, Beinerth (2010) Laying Foundations. Vivas Publishing

Chitiva, Beinerth (2018) Cool and Fun 1. Círculo Cultural

Holt, Rinehart (1988) English Writing & Skills.

Horner, Webb (1994) Hodge´s Harbrace College Handbook. Harcourt Brace.

Kirszner, Laurie(1995) Pattern´s for College Writing. St. Martin´s Press New York.

McCarthy, Michael (2012) Touchstone 1 Cambridge University Press.

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Oxford, Rebecca(1990) Language Learning Strategies. Heinle & Heinle Publishers.

Peregoy, Suzanne (2005) Reading, Writing, and Learning in ESL. Pearson.

Pyle, Michael (1995) Cliffs Test of English as a Foreign Language. Cliff Notes.

Rooks, George (1988) Paragraph Power. Prentice Hall Regents

Other resources:

https://learningenglish.voanews.com/
https://www.voanews.com/
http://elcquibdo.com/
http://edition.cnn.com/
http://dictionary.reference.com/
http://corpus.byu.edu/coca/
http://www.esl-lab.com/