FACULTAD DE CIENCIAS SOCIALES

DEPARTAMENTO DE LENGUAS Y CULTURA

ENGLISH 6
COURSE CODE - SECTION: LENG-1156 – 01
TYPE OF COURSE LANGUAGE X
COURSE LEVEL UNDERGRADUATE
CREDITS 2
YEAR - SEMESTER 202010A
PROFESSOR: MAGDA BARON
CLASS SCHEDULE 6:30-7:50 AM
E-MAIL: mn.baron@uniandes.edu.co
OFFICE: GB 410
OFFICE HOURS MONDAY-WEDNESDAY AND FRIDAY 11:00 to
12:00 PM

Program Description
The Academic English Support Program provides undergraduate students at Los Andes with the English
instruction they need to complete academic tasks in English within the university, as well as to use English
effectively in academic and professional situations outside the university. It is also designed to help students
acquire the strategies they need to continue learning English independently beyond the classroom. The
Academic English Support Program has eleven levels and two cycles: basic and intermediate/advanced. The
purpose of the basic cycle is to prepare students for an English-language academic environment and to be able
to read academic texts, which are required in their university classes. Successful completion of the basic cycle
fulfills the university’s English reading requirement, and prepares students to take cursos I. The purpose of the
intermediate/advanced cycle is to provide students with specific focused instruction in oral and written
communication, including aspects of both fluency and accuracy. Successful completion of the
intermediate/advanced cycle fulfills the university’s second language requirement.

Basic English Fundamentals LENG 1150

English 1 LENG 1151
English 2 LENG 1152
English 3 LENG 1153 Integrated Academic Skills
English 4 LENG 1154
English 5 LENG 1155
English 6 LENG 1156
Intermediate English 7 LENG 1157 Intermediate Academic Speaking
English 8 LENG 1158 The Basics of Writing Academic English
Advanced English 9A Students LENG 1159 Writing for Science and Engineering
Choose
English 9B One LENG 1160 Writing for Humanities and Social Sciences

English 10A Students LENG 1161 Speaking for Academic Purposes

Choose
English 10B One LENG 1162 Speaking for Professional Purposes

Course Description
Basic Cycle
The goal of the basic cycle is to help students develop the English language skills necessary to operate, with
relative effectiveness, in academic and social settings; it also focuses on empowering students to become
effective readers that can cope with the demands of their academic life at the University and of their future
professional lives.

Course Overview
English 6 is the 7th course in the Basic Cycle. At this level, students work on their development of the four
language skills (reading, writing, listening and speaking), and acquire essential grammar structures and
vocabulary that will allow them to succeed in academic and social settings. In an attempt to empower
students to cope with their most immediate academic need, and similar to the previous and subsequent
courses in the Basic Cycle, this course aims to develop a stronger set of reading skills in comparison to the
other skills of the language. In fact, the students who pass this level will also be meeting the University Reading
requisite. Moreover, critical thinking skills are taught and practiced, requiring students’ reflection and
analysis rather than simple recall. The extent to which the language skills will be developed corresponds to the
following exit levels as per the Common European Framework of Reference:

 Reading: B2+
 Listening: B1+
 Speaking: B1
 Writing: B1
 Grammar B1

Methodology
This course embraces the philosophies of learner autonomy and student centeredness, and it offers students
the tools and opportunities for their development as language learners. The course is also based on the belief
that effective language learning is only possible through consistent daily practice and review. This, in turn,
requires commitment, dedication, and discipline by the learners both in and out of class.

The methodology is guided by an eclectic approach in which the teacher customizes the class using a number
of possible methodological options at his or her disposal in the best interest of the student’s learning process
(Brown, 2001).

The course runs for 8 weeks, and it consists of 7.5 hours in class and 4.5 hours of independent work during the
first 7 weeks, and 3 hours of in-class time and 9 hours of independent work during the eighth week. During
class time, students are encouraged to participate in different activities in the four language skills as well as
grammar and vocabulary. Likewise, during their independent work time, learners are required to complete task
work, practice what they learned in class, or prepare for upcoming sessions.

Objectives and Content

Overall Course Objectives
 In terms of reading, working with complex academic texts, students can identify the main line of
argument as well as different types of supporting details. They can also identify different types of
relationships within a text: cause-effect, contrast and, they can also synthesize the information in three
or more texts as well as understand the writer’s purpose and tone.
 In relation to writing, students can paraphrase information as well as write paragraphs expressing
cause-effect, logical division of ideas and opinion.
 Regarding listening, students can recognize cause and effect relationships, distinguish fact from
opinion and the use of persuasive language in a simple presentation or lecture.
 Concerning speaking, students can do a series of academic tasks ranging from using transition words
to signal their purpose when speaking, to giving reasons and contributing to a group discussion.
  With respect to grammar, students can use the passive voice in the simple past, basic phrasal verbs,
the infinitive of purpose, and the present perfect tense appropriately.

Week 1 (January 20th-24th)

Pathways: Unit 8, Lesson A

LENG1156 Book: On the Perils and Pleasures of Confronting Pseudohistory

Reading
 Can infer what will come next in an unstructured text by using contextual, grammatical and lexical
cues.
 Can distinguish between the main idea and supporting ideas in a linguistically complex academic
text.
 Can guess the meaning of unfamiliar words from context in a linguistically complex academic text.
Listening
 Can predict the content of a simple presentation or lecture by listening to the introductory
statement.
 Can recognize discourse markers that introduce supporting examples.
Writing
 Can paraphrase information from a simple text, if guided by questions.

Grammar
 Can use the passive voice in the simple past.

Week 2 (January27th-31st)

Pathways: Unit 8, Lesson B

LENG1156 Book: Atlantology and the Classical Tradition

Reading
 Can identify the main line of argument in a linguistically complex academic text.
 Can identify different types of supporting details in an academic text.
 Can scan a linguistically complex academic text to find specific information.

Listening
 Can deduce the general meaning of a passage from context in a longer structured text.
Speaking
 Can use transition words effectively to signal their purpose when speaking.
 Can ask someone to clarify or elaborate what they have just said.

Writing
 Can write a basic paragraph containing a topic sentence and related details if provided with a model.
 Can write the concluding sentence or sentences of a basic paragraph, given a model.

Week 3 (February 3rd-7th)

Pathways: Unit 9, Lesson A

LENG1156 Book:
Reading 1: Fight against malaria: Mutant fungus genetically engineered with spider and scorpion
venom could be a lifesaver.
Reading 2: Reasons for Anhedonia
Reading 3: Taking Flight: Commercial drones are the fastest-growing part of the market.

Reading
 Can get the gist of specialized articles and technical texts outside their field.
 Can take effective notes on a complex and unfamiliar text. (UNTESTED)
 Can understand cause and effect relationships in a linguistically complex academic text.

Listening
 Can recognize cause and effect relationships in a simple presentation or lecture when signaled by
discourse markers.
Speaking
 Can use transition words effectively to signal their purpose when speaking.
 Can give simple reasons to justify a viewpoint on a familiar topic.

Writing
 Can use simple cohesive devices such as repetition in a structured text.
 Can use common discourse markers to show cause and effect
Grammar
 Can use the simple present to express facts.

Week 4 (February 10th-14th)

FIRST PROGRESS EXAMINATION: (Monday 28th of October and Tuesday 29th of October)

Pathways: Unit 9, Lesson B

Reading: “We don’t need to save endangered species. Extinction is part of evolution.”

Speaking
 Can use transition words effectively to signal their purpose when speaking.
 Can ask for more information after a simple lecture or presentation aimed at a general audience, using basic
follow-up questions.
 Can give simple reasons to justify a viewpoint on a familiar topic.

Grammar
 Can use basic phrasal verbs.

Week 5 (February 17th-21st)

On Tuesday this week, a general teacher’s meeting will take place. If the meeting overlaps with class,
the teacher will be authorized to assign autonomous work to students.

Pathways: Unit 9, Lesson B

Reading text: “We don’t need to save endangered species. Extinction is part of evolution.”

Reading
 Can identify the sources of information in a linguistically complex academic text.
 Can understand the use of quotes in an academic text.
 Can understand the writer's purpose in a linguistically complex academic text.
 Can understand the writer’s tone in a linguistically complex academic text.
Listening
 Can distinguish facts from opinions in a simple, straightforward presentation or lecture.
Speaking
 Can use transition words effectively to signal their purpose when speaking.
 Can ask for more information after a simple lecture or presentation aimed at a general audience, using
basic follow-up questions.
 Can give simple reasons to justify a viewpoint on a familiar topic.

Writing
 Can write a basic paragraph containing a topic sentence and related details if provided with a model.
 Can write the concluding sentence or sentences of a basic paragraph, given a model.

Week 6 (February 24th-28th)

Pathways: Unit 10, Lesson A

LENG1156 Book: The Technology Age Gap in Global Perspective

Reading
 Can recognize contrasting ideas in a linguistically complex academic text when signaled by
discourse markers. (P) 69d
 Can recognize the organizational patterns within a complex academic text.

Listening
 Can recognize the use of persuasive language in a simple presentation or lecture.
.
Speaking
 Can contribute to a group discussion if the discussion is conducted slowly and clearly.
 Can answer basic questions in a simple academic discussion.

Writing
 Can express a personal opinion in a simple academic text. (P) 49b

Grammar
 Can use the infinitive of purpose.

Week 7 (March2nd-6th)
Speaking Task - At the end of this week, students will perform their main speaking task as part of classwork
worth 10%.

Pathways: Unit 10, Lesson B

LENG1156 Book: The Technology Age Gap in Global Perspective

Reading
 Can distinguish between different viewpoints in a linguistically complex academic text.
 Can recognize the writer's point of view in a linguistically complex academic text.
 Can distinguish between fact and opinion in complex formal contexts.
Listening
 Can infer opinions in a simple presentation or lecture.
Speaking
 Can contribute to a group discussion if the discussion is conducted slowly and clearly.
 Can answer basic questions in a simple academic discussion.
Writing
 Can express a personal opinion in a simple academic text.

Grammar
 Can use the present perfect tense to express a range of functions.

Week 8 (March9th-13th)

FINAL ACHIEVEMENT EXAMINATION: (Monday, November 25th and Tuesday, November 26th)

Course Materials
 Course Book- ENGLISH 6 –Integrated Academic Skills available at SICUA Plus, Copyestrella (Calle 18 A #
1-13) and Print & Copy (Calle 19 Bis # 1-43).
 Pathways 2B, Listening, Speaking and Critical Thinking available at Librería Uniandes (Cra 1 Nº 18A-
12)
 Monolingual dictionary.

Assessment
Students’ work is marked on a scale of 0 to 5 where 5.00 is the highest possible grade, and 3.00 is the lowest
passing grade. The final official grade is reported as either A (aprobado/pass) for grades of 3.00 and above or R
(reprobado/fail) for grades below 3.00. Exams and coursework have the following values:

Module 1
Type Overall Breakdown
 5% mini speaking task/or
speaking activities
Classwork 15%
 10% quizzes, classwork,
homework on all other skills.
The following breakdown is based on
the 100% of the exam:

Midterm Exam 30%  35% Reading

 25% Listening
 20% Writing
 20% Grammar

Module 2
Type Overall Breakdown
 10% Speaking Task
Classwork 25%
 15% Other skills
 The following breakdown is based
on the 100% of the exam:

Final Exam 30%  35% Reading

 25% Listening
 20% Writing
 20% Grammar

NOTE: Please keep in mind that THERE IS NO LOS ANDES POLICY FOR AUTOMATICALLY ROUNDING COURSE
GRADES. The lowest passing grade is 3.00; any grade lower than 3.00 WILL NOT BE a passing grade.

In the event that you wish to dispute a grade, please refer to the procedure explained in articles 62 and 63 of
the undergraduate student handbook (reglamento de estudiantes de pregrado).

Attendance
From the undergraduate student handbook (reglamento de estudiantes de pregrado version 2018):

Art. 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% (8 days of class).

Art. 44 Los parámetros para controlar la asistencia les 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.

All courses in the program will follow these regulations. Students who miss more than 20% of classes, including
required online class sessions in blended courses, will fail the course and will receive a grade of R (reprobado/fail).
Instructors will inform students of the procedure for checking attendance on the first day of class.

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