Departamento de Lenguas y Cultura

ENGLISH (CARRERA) - INTERMEDIATE 3

COURSE - SECTION: LENG 2175-1

COURSE LEVEL: Undergraduate
CREDITS: 3
YEAR – SEMESTER: 2021-20
PROFESSOR: Aura Natalia Benavides Ardila
CLASS SCHEDULE: Mon- Wed- Fri 11:00-12:15 p.m
E-MAIL: [email protected]
OFFICE: online
OFFICE HOURS: Tues and Thu 4-5 p.m.

ENGLISH FOR UNDERGRADUATE PROGRAM DESCRIPTION

The mission of the English for Undergraduate Program in Languages and Culture is to prepare
students to be professionals in Languages and Culture by providing high quality general and
academic language instruction in an inclusive, intellectually rigorous environment. The
program educates learners to be culturally sensitive, proactive, highly proficient English
language users and critical thinkers, as demonstrated by coursework and assessments. 

To guide students to this outcome, three different strands of courses are implemented.
The Integrated Skills courses (Beginner 1 – Advanced 1) help future Language and Culture
professionals develop language skills and subskills in English leading to a CEFR C1- level in
response to different forms of level-appropriate input through usage, interpretation,
analysis, synthesis and evaluation. The Skill Focus Courses (Grammar 1, Grammar 2, Reading 1,
and Reading 2) provide the necessary, additional opportunities for students to analyze and
extend their use of English language structures at the B1-B2 level. The English Carrera
Advanced Topics (Advanced 2 and English for Research Purposes) and Seminars offer students
a context of English-medium education at the C1 level in a series of varied, flexible,
interdisciplinary courses that deepen and extend their linguistic, pragmatic, sociocultural and
intercultural knowledge of the language and content. Students must achieve a minimum grade
of 3.0/5.0 in every class. At the end of the program, students must achieve a minimum score of
95 on the TOEFL iBT or 7.0 on the IELTS International exam. 

Course Progression:

Semester Integrated Skills Skills Focus Seminars

1 Beginner 1
2 Beginner 2
3 Intermediate 1 Grammar 1
4 Intermediate 2 Reading 1
5 Intermediate 3 Grammar 2
6 Advanced 1 Reading 2
7 Advanced 2 English for Research Purposes

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 8 Seminar (2)

COURSE DESCRIPTION

Intermediate 3 is the 5th course of English in this undergraduate program. The course will last
16 weeks and will meet for 4.5 hours per week. Learning will be based on integrated language
skills; therefore students will practice and be assessed in listening, speaking, reading,
writing, grammar, vocabulary, and pronunciation with the purpose of helping students
achieve B2 proficiency in English. Students will take this course in conjunction with Grammar
2.

COURSE OBJECTIVES
DESCRIPCIÓN GENE
CEFR Proficiency upon course completion: B2
Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialization. Can interact with a
degree of fluency and spontaneity that makes regular interaction with native speakers
quite possible without strain for either party. Can produce clear, detailed text on a
wide range of subjects and explain a viewpoint on a topical issue giving the advantages
and disadvantages of various options (Council of Europe, 2001).

STUDENT LEARNING OUTCOMES

By the end of this course, students will be able to:
1. explain and support an opinion on any topic using advantages and disadvantages
2. outline and identify the structure of monologues and conversations
3. identify the main idea, specific details, purpose, and audience of authentic written
and spoken texts
4. synthesize information from different texts with contrasting ideas
5. describe contrasting views on a topic from various written and spoken texts
6. use appropriate language and tone to express agreement or disagreement
7. utilize the block method and the point-by-point method to compare and contrast
8. recognize and correct own errors in pronunciation

METHODOLOGY

The methodology of this course is eclectic and adaptable. It is based on best practice in the
field and is mainly based on (but not limited to) the methods below:

Sociocultural Theory & Communicative Language Teaching Approach

Language and culture are naturally inseparable, and the purpose of language learning is to
communicate and have an impact on society.

High-Impact Teaching
We learn best when we are motivated and when the learning environment is carefully
designed to be meaningful.

Community Language Approach

Due to the nature of language, language learning is most successful when done with the
support of others undergoing the same process. Understanding and discussing our
challenges helps us overcome them.

Task-Based Learning

Language learning needs a purpose and tasks to help us reach it. These tasks should be
practical, authentic, and interesting to the student.

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 ASSESSMENT

GRADING FRAMEWORK

WEIGHT ASSESSMENT WEEK(S)

10% Coursework 1 1-8
15% Quizzes 1 2,4,6
20% Midterm Exam 8
10% Coursework 2 9-15
10% Quizzes 2 10,12
15% Project 11-15
20% Final Exam 16

ADDITIONAL INFORMATION
 Please keep in mind that there is no University policy for automatically rounding
course grades. The lowest passing grade is 3.00; any grade lower than 3.00 (e.g,
2.9) is not a passing grade.
 Graded assignments and assessments submitted and/or received after the stated
deadline will receive a score of zero (0) unless you have discussed any issues with the
instructor IN ADVANCE of the deadline and the instructor has agreed to give you an
extension. In the case of accepted excused absences, please refer to Articles 45 and
51 of the Reglamento de estudiantes de pregrado.
 In the event that you wish to dispute a grade, please refer to the procedure explained
in Articles 64, 65, and 66 of the Reglamento de estudiantes de pregrado.

Academic Honesty
Students are expected to understand the basics of academic honesty, and to be proactive and
responsible members of the university community. If you are uncertain if something might
constitute academic dishonesty, it is your responsibility to ask your instructor in advance to
clarify. No student may claim that they did not understand what academic dishonesty is, or use
ignorance as a defense or excuse for dishonest conduct. Likewise, it is the student’s
responsibility to act honestly, not the instructor’s responsibility to prevent dishonest behavior.
Failure to adhere to general standards, or violation of standards described here, given by your
instructor, or in any course materials may result in a grade reduction, up to and including a
grade of zero (0). All work submitted for evaluation is subject to verification of sources,
process, and the student’s ability to produce similar work in English unaided. Academic
dishonesty may be reported for further action.

The following are expressly prohibited:

● Writing an assignment or any substantial portion of an assignment in a language other

than English and then using automatic translation software to translate that text to
English
● Using tools or sources beyond those provided or approved in advance for use

● Writing any part of an in-class assignment outside of class unless otherwise instructed

● Writing any part of an assessment response (test, exam, quiz, etc.) outside of the
designated assessment period
● Using any portion of someone else’s work without proper quotation or paraphrase and
citation/attribution
● Using work created for or in another class, including another section of this course

● Presenting work that someone else created as your own

● Providing information about an assessment to others

● Soliciting information about an assessment from others

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When in doubt, ask your instructor.

Refer to section 10 (Capítulo X) of the undergraduate student handbook (Reglamento de

estudiantes de pregrado) for further information on university policies regarding academic
honesty.

Attendance
From the undergraduate student handbook (Reglamento de estudiantes de pregrado):
 
Artículo 43: Es facultativo de cada profesor controlar la asistencia de sus alumnos y determinar
las consecuencias de la inasistencia, si ésta es superior al 20%.
 
Artículo 44: Los parámetros para controlar la asistencia serán informados a los estudiantes el
primer día de clases, junto con el programa del curso, con el fin de que se comprometan a
respetarlos desde ese momento.
 
This course will follow these regulations. Students who miss more than 20% of classes will fail
the course and will receive a grade of 1.5. Instructors will inform students of the procedure for
checking attendance on the first day of class.

Política de ajustes razonables y política de momentos difíciles

El/la estudiante debe expresarle a su profesor(a) por correo y de manera oportuna las
dificultades que está teniendo. Estas pueden ser barreras de conectividad, de acceso a
recursos tecnológicos suficientes, así como barreras de salud física y mental de
él/ella o de sus familiares que se agudizan a causa de las consecuencias derivadas de la
pandemia y el confinamiento.

Protocolo MAAD

El miembro de la comunidad que sea sujeto, presencie o tenga conocimiento de una conducta
de maltrato, acoso, amenaza, discriminación, violencia sexual o de género (MAAD) deberá
poner el caso en conocimiento de la Universidad. Ello, con el propósito de que se puedan
tomar acciones institucionales para darle manejo al caso, a la luz de lo previsto en el protocolo,
velando por el bienestar de las personas afectadas.

Para poner en conocimiento el caso y recibir apoyo, usted puede contactar a:

1. Línea MAAD: [email protected]  

2. Ombudsperson: [email protected]
3. Decanatura de Estudiantes: Correo: [email protected]
4. Red de Estudiantes
a. PACA (Pares de Acompañamiento contra el Acoso)
[email protected]
b. Consejo Estudiantil Uniandino(CEU)
[email protected]

Derechos de Personas con Discapacidades

Todas las personas con discapacidades en la universidad, sean estudiantes, empleadas o

empleados, tienen derecho a que sean implementados ajustes razonables. Si usted tiene
alguna discapacidad visible u invisible y requiere de algún tipo de apoyo para estar en igualdad
de condiciones con los y las demás, usted tiene derecho a que se adopten ajustes razonables
[PERO DEBEN HACERME SABER DE SU SITUACIÓN DE MANERA PREVIA]. Se entiende por

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ajustes razonables todas “las modificaciones y adaptaciones necesarias y adecuadas que no
impongan una carga desproporcionada o indebida, cuando se requieran en un caso particular,
para garantizar a las personas con discapacidad el goce o ejercicio, en igualdad de condiciones
con las demás, de todos los derechos humanos y libertades fundamentales”. Convención sobre
los Derechos de las Personas con Discapacidad, Art. 2; Ley 1346 de 2009 y Ley 1618 de 2013.

COURSE STRUCTURE

WEEK FOCUS ASSESSMENTS

1-2 Introduction to course
Pronunciation diagnostic
Language review
EMPOWER Unit 2: Survival
2 EMPOWER Unit 2: Survival Quiz 1
3 EMPOWER Unit 3: Talent
4 EMPOWER Unit 4: Life Lessons Quiz 2
5 Comparing and Contrasting
Continue EMPOWER Unit 4: Life Lessons
6 Compare and Contrast Writing Quiz 3
OXFORD EAP: Unit 7
7 EMPOWER Unit 5: Chance
8 Review for Midterm Exam Midterm Exam
Continue EMPOWER Unit 5: Chance
9 EMPOWER Unit 6: Around the Globe
10 EMPOWER Unit 8: Dilemmas Quiz 4
11 EMPOWER Unit 9: Discoveries
12 EMPOWER Unit 10: Possibilities Quiz 5
Choose Independent Project Topics
13 OXFORD EAP Unit 1
Independent Project Work
14 OXFORD EAP Unit 2 Independent
Project Presentation Project
15 Review for Final Exam
Pronunciation self-assessment
16 Final Exam Final Exam

REFERENCES
Council of Europe. (2001). Common European framework of reference for languages (CEFR):
Learning, teaching, assessment. Retrieved from https://rm.coe.int/CoERMPublic
CommonSearchServices/DisplayDCTMContent?documentId=090000168045b15e
De Chazal, E. & McCarter, S. (2012). Oxford EAP: Upper-intermediate B2. Oxford University
Press.
Doff, A., Thaine, C., Puchta, H., Stranks, J., & Lewis-Jones, P. (2015). Empower B2 upper
intermediate. Cambridge University Press.