Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Syllabus of the Course English B2, Code 900005

1. Course Data

Table 1. Course Information.

Aspect Description
1. Managing unit Instituto Virtual de Lenguas INVIL
2. Program offering the course Programa Nacional de Inglés
3. Level of training Profesional
4. Prerequisites and/or Prior English B1
Conditions
5. Number of credits 3
6. Course typology Methodological
7. The course allows for a remedial No
exam

2. Course Description
To meet the needs of foreign language learning (English) in the context of globalization,
a policy has been established to promote bilingual environments. As part of this initiative,
the English B2 course is included in the foreign language component of various academic
programs at UNAD. This course strengthens students' general English competency.

Students will have access to a virtual environment designed to support the educational
goals of the course. This environment facilitates both individual and group interaction,
enhancing the learning and practice of English through activity guides and their respective
evaluation rubrics.

This course is worth three (3) credits, encompassing both independent study and tutorial
support. It requires a total of 144 hours of academic work, divided into 96 hours of
independent study and 48 hours of tutorial support and follow-up.

- This course is worth three (3) credits, encompassing both independent study and
tutorial support. It requires a total of 144 hours of academic work, divided into 96 hours
of independent study and 48 hours of tutorial support and follow-up.

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 3. Core Problem to Which This Course Is Linked
Does Not Apply

4. Training Purpose
The training purpose of the course is as follows:

Strengthen students' English communication skills, enabling them to use intermediate to

advanced language proficiently. This will allow students to engage effectively on general topics
across various situations and contexts where the use of English is required.

5. Competencies
This course contributes to the development of the following competency:

• English generic competency

6. Learning Outcomes
This course meets the following Program Learning Outcome(s): Does Not Apply

At the end of the academic course the student will be able to:

Learning Outcome 1: Use different grammatical structures and verbal tenses to apply for a job
position as well as writing a cover letter.

Learning Outcome 2: Understand the main ideas in complex texts about both specific and
abstract topics. This will help you better prepare for the Saber Pro test

Learning Outcome 3: Use complex grammatical structures to communicate effectively and

appropriately to talk about real life situations by expressing ideas and thoughts in different
academic backgrounds that integrate the different English skills.

7. Contents Associated with the Learning Outcomes

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Learning Outcome 1

The following contents will be addressed:

• Future Continuous
• Future Perfect
• Past Participle
• Passive Voice

To address the contents, it is necessary to consult the following educational resources:

• INVIL. (2022). E-book, Module 1: Future continuous. Bogotá. Universidad Nacional

Abierta y a Distancia-UNAD.
https://ebooks.unad.edu.co/b_english_B2/content/B2/#/unit/1/modules/1/objectives
• INVIL. (2022). E-book, Module 2: Future perfect. Bogotá. Universidad Nacional Abierta
y a Distancia-UNAD.
https://ebooks.unad.edu.co/b_english_B2/content/B2/#/unit/1/modules/2/objectives
• INVIL. (2022). E-book, Module 3: Past participle. Bogotá. Universidad Nacional Abierta
y a Distancia-
UNAD. https://ebooks.unad.edu.co/b_english_B2/content/B2/#/unit/1/modules/3/objec
tives
• INVIL. (2022). E-book, Module 4: Passive voice. Bogotá. Universidad Nacional Abierta y
a Distancia-
UNAD. https://ebooks.unad.edu.co/b_english_B2/content/B2/#/unit/1/modules/4/objec
tives
• Vaughn, L. E., Oetting, J. B., & McDonald, J. L. (2023). Grammaticality Judgments of
Tense and Agreement by Child Speakers of African American English: Effects of Clinical
Status, Surface Form, and Grammatical Structure. Journal of Speech, Language &
Hearing Research, 66, 1755–1770. https://doi-
org.bibliotecavirtual.unad.edu.co/10.1044/2023_JSLHR-22-00431

Learning Outcome 2
The following contents will be addressed:

• Past Perfect
• Phrasal Verbs
• Reported Speech
• Expressing Habits
• OVI – Phrasal Verbs

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To address the contents, it is necessary to consult the following educational resources:

• INVIL. (2022). E-book, Module 5: Past perfect. Bogotá. Universidad Nacional Abierta y a
Distancia-
UNAD. https://ebooks.unad.edu.co/b_english_B2/content/B2/#/unit/2/modules/5/objec
tives
• INVIL. (2022). E-book, Module 6: Phrasal verbs. Bogotá. Universidad Nacional Abierta y
a Distancia-
UNAD. https://ebooks.unad.edu.co/b_english_B2/content/B2/#/unit/2/modules/6/objec
tives
• INVIL. (2022). E-book, Module 7: Reported speech. Bogotá. Universidad Nacional
Abierta y a Distancia-
UNAD. https://ebooks.unad.edu.co/b_english_B2/content/B2/#/unit/2/modules/7/objec
tives
• INVIL. (2022). E-book, Module 8: Expressing habits in the past. Bogotá. Universidad
Nacional Abierta y a Distancia-
UNAD. https://ebooks.unad.edu.co/b_english_B2/content/B2/#/unit/2/modules/8/objec
tives
• Hernández, G. (2022) Objeto Virtual de Información – OVI: Phrasal Verbs English B2.
https://repository.unad.edu.co/handle/10596/44657
• Reynolds, D., & Fisher, W. (2022). What happens when adolescents meet complex texts?
Describing moments of scaffolding textual encounters. Literacy, 56(4), 277–287.
https://doi-org.bibliotecavirtual.unad.edu.co/10.1111/lit.12258

Learning Outcome 3

The following contents will be addressed:

• Will / going to for Prediction

• Inversion with Negative Adverbials
• Relative Clauses
• Mixed Modals
• OVI – If Clauses

To address the contents, it is necessary to consult the following educational resources:

• INVIL. (2022). E-book, Module 9: will/going to for prediction. Bogotá. Universidad

Nacional Abierta y a Distancia-

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 UNAD. https://ebooks.unad.edu.co/b_english_B2/content/B2/#/unit/3/modules/9/objec
tives
• INVIL. (2022). E-book, Module 10: inversion with negative adverbials. Bogotá.
Universidad Nacional Abierta y a Distancia-
UNAD. https://ebooks.unad.edu.co/b_english_B2/content/B2/#/unit/3/modules/10/obj
ectives
• INVIL. (2022). E-book, Module 11: relative Clauses. Bogotá. Universidad Nacional
Abierta y a Distancia-
UNAD. https://ebooks.unad.edu.co/b_english_B2/content/B2/#/unit/3/modules/11/obj
ectives
• INVIL. (2022). E-book, Module 12: mixed modals. Bogotá. Universidad Nacional Abierta
y a Distancia-
UNAD. https://ebooks.unad.edu.co/b_english_B2/content/B2/#/unit/3/modules/12/obj
ectives
• Gobronidze L. (2019) OVI-If Clauses. http://hdl.handle.net/10596/22447
• Olaiwola Dalamu, T. (2019). Halliday’s Mood System: A Scorecard of Literacy in the
English Grammar in an L2 Situation. Revista de Estudos Da Linguagem, 27(1), 241–274.
https://doi-org.bibliotecavirtual.unad.edu.co/10.17851/2237-2083.27.1.241-274

8. Organization of the Academic Activities

a. Methodological Strategy

The methodological strategy of the course is: Task-Based Learning__

This strategy involves completing a series of preparatory tasks leading up to a central task,
which is structured in three main stages: preparation, execution, and reporting. Initially,
learners engage in preparatory tasks to build necessary skills and knowledge. The central task
then serves as a meaningful, real-world activity that integrates these skills. Following the
completion of the central task, there is a reporting stage where learners reflect on their
performance and share their outcomes. This is followed by additional tasks focused on language
analysis and practice, designed to address any gaps and reinforce language use related to the
central Task.

b. Didactic Sequence, Presented in Phases, Steps or Stages of the Methodological

Strategy and the Evaluation Plan

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Initial Moment

Table 2. Task 1 - Information.

Aspect Description
1. Element of the Strategy Task 1
2. Name of the Task Knowledge activation
3. Responds to Course Learning 1
Outcome
4. Learning Evidence The student answers all the proposed in
the diagnostic questionnaire. The student
measures his or her prior knowledge
before starting the English course.
5. Type of Activity Independent
6. Activity Score 25 points
The total evaluation for this moment is 25 points, equivalent to 5% of the course evaluation.

Intermediate Moment

Table 3. Task 2 Information.

Aspect Description
1. Element of the Strategy Task 2
2. Name of the Task A handwriting about who I am
3. Responds to Course Learning 1
Outcome
4. Learning Evidence A cover letter for a job or internship as a
product of an individual work.

5. Type of Activity Independent

6. Activity Score 100 points

Table 4. Task 3 Information.

Aspect Description
1. Element of the Strategy Task 3
2. Name of the Task Challenge of reading
3. Responds to Course Learning 2
Outcome

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 4. Learning Evidence Test about reading comprehension on Saber
Pro.
5. Type of Activity Independent
6. Activity Score 70 points

Table 5. Task 4 Information.

Aspect Description
1. Element of the Strategy Task 4
2. Name of the Task An interview about my professional
background
3. Responds to Course Learning 3
Outcome
4. Learning Evidence A presentation given during a synchronous
meeting simulating a job interview, and
evidence of active participation in STT
workshops.
5. Type of Activity Independent
6. Activity Score 100 points

Table 6. Task 5 Information.

Aspect Description
1. Element of the Strategy Task 5
2. Name of the Task On track with my listening skills
3. Responds to Course Learning 3
Outcome
4. Learning Evidence The student demonstrates comprehension of
situational context through a listening
questionnaire.
5. Type of Activity Independent
6. Activity Score 80 points

The total evaluation for this moment is 350 points, equivalent to 70% of the course evaluation.

Final Moment

Table 7. Task 6 Information.

Aspect Description
1. Element of the Strategy Task 6
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 2. Name of the Task Final testing
3. Responds to Course Learning 3
Outcome
4. Learning Evidence The student demonstrates their
understanding of the course topics through
the final objective test.
5. Type of Activity Independent
6. Activity Score 125 points

The total evaluation for this moment is 125 points, equivalent to 25% of the course evaluation.

9. Strategies for teacher support.

To develop the course activities, you will have the teacher’s support. The spaces in which you
will have interactions with your teacher are the following:

• Virtual campus e-mail

• Virtual campus forums
• Chat sessions in Microsoft Teams
• Online conference sessions or web conference sessions

10. Minimum Technical Requirements for the Development of the Course

• This course involves interactions through the virtual classroom. Take the time to get
familiar with the course and recognize the structure, content and resources.
• It is important to recognize the internal mail of the virtual classroom of the course and
the different discussion forums.
• Artificial Intelligence (AI) tools must be used ethically and responsibly in the development
of the learning activities.
• The minimum technological requirements for courses at UNAD must be met.

Table 8. Course Version Control Log.

Type of Program
Description of
Version Date change or Responsible Leader
change
update Approval
09/11/24 Accreditation Changed to a Gloria Guillermo
version 6.0 Hernández Arenas
1
which includes Estrada
changes in

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 different
Elements
28/10/2024 Certification Update data Gloria Guillermo
1 Hernández Arenas
Estrada