FORMATO PARA PROGRAMA DE CURSO*

UNIVERSIDAD DE ANTIOQUIA

1. GENERAL INFORMATION
Academic unit: Escuela de Idiomas

Course name: Course 18 - Programa Virtual de Inglés para Adultos

Weekly hours with a professor (AD): 6 Number of weeks: 8

Weekly hours of independent work (TI): 26 Total hours per week: 4

2. SPECIFIC INFORMATION

General Description of the Program

The Programa Virtual de Inglés para Adultos, affiliated to the Centro de Extensión of the Escuela de Idiomas of Universidad
de Antioquia encourages the development of the communicative competences1 of the language to clearly and coherently
interact in tasks related to the social, academic, work and personal areas in spoken and written formats. Additionally, the
Program seeks to contribute to the personal development of its students through the promotion of a reflective mind towards
their learning process, the texts they face, and their own and foreign language and culture.

Each course has a main task and three sub-tasks that students complete with the support of their professor in synchronous
and asynchronous sessions. The activities behind each sub-task contribute to the development of the four language skills:
reading, writing, listening and speaking. Each course has six synchronous hours distributed in three live sessions.

Justification

This Program is endorsed by the work of professors and researchers from the Escuela de Idiomas of the Universidad de
Antioquia that aims at encouraging the development of the communicative competence of students in English to interact in
tasks related to the social, academic, work, and personal areas in spoken and written formats. Additionally, the Program
offers an alternative for students to learn English in a self-managed learning system that allows them to keep developing
their competencies in the English language from any place around the world.

1
According to Savignon (2001), The English competencies are the grammar competence, which is related to the features of the form of the
language, meaning, grammar, syntax, and phonetics; the discourse competence, which is related to the cohesion and the coherence of texts;
the sociocultural competence, related to the context where the communication occurs, the roles of the participants, the rules of the language
based on the context, and the openness towards other cultures and differences. Finally, the strategic competence, which is related to the plan
of action to avoid the lack of language elements interrupting communication.

Universidad de Antioquia · Escuela de Idiomas · Vicerrectoría de Docencia · Ude@ Educación Virtual

General Objective

The student will be able to participate in conversations and presentations based on the TED talk model about topics that
can challenge their social and cultural perspective, while exploring effective argumentative strategies and techniques to
persuasively express their points of view. Moreover, the student will analyze oral and written texts related to controversial
topics, identifying the key elements of the arguments presented, and evaluating the relevance of the evidence. The student
will also have the chance to practice the creation and presentation of arguments in different formats like essays, speeches,
oral presentations in class, and will be provided with feedback to improve their argument skills.

Specific Objectives

• To explore vocabulary related to controversial topics and focused on argumentative skills.

• To review conditional statements to express hypothetical situations and possible consequences.
• To check note taking strategies.
• To inspect simple and present grammar tenses.
• To distinguish between strong and weak arguments.
• To use inference and deduction to get to logical conclusions from limited information.
• To correctly write diagraphs such as knight and thorough.
• To develop abilities to state and support opinions, arguments, and conclusions.
• To analyze the debate culture in different social and cultural contexts, focusing on how reasoning varies according to
the audience and its surrounding.
• To get familiar with the stages required to write a TED talk outline.
• To promote reflection about the appropriate use of language and discursive strategies based on the communication
purpose and audience it addresses.

Summarized Content

This course is made of three sub-tasks and one main task that promotes the argumentative skills and the exploration of
TED Talk formats about three controversial topics that defies the social and cultural prejudices nowadays: the use of legal
and illegal drugs, gender fluidity, and migrations and diasporas. In subtask A, students will write an argumentative text
about licit and illicit drugs and their social impact. In subtask B, students will record a conversation about the different
perspectives explored around gender fluidity. In subtask C, students will analyze presentations by speakers in TED Talk
formats and write ideas for participation in the PIA Talks event, following the suggested structure. Finally, students will
make their intervention in the PIA Talks event.

Universidad de Antioquia · Escuela de Idiomas · Vicerrectoría de Docencia · Ude@ Educación Virtual

 SUB-TASKS AND MAIN TASK

Title Challenging perspectives: social and cultural biases

Implement strategies to enhance listening comprehension, as well as conversational skills in casual and
Objective
academic settings.
You learn about the call that has gone out for the UdeA PIA Talks, a series of conversations that foster the
Context promotion of dialogue among knowledge and critical discussion about topics that might challenge our cultural
and social perspectives. You want to participate with a topic that you consider relevant for the event.
At the end of the course, you will participate in the PIA Talks with a critical intervention about the topic
Main Task
selected, you will implement the model suggested to achieve successful participation.
Time Frame 8 weeks
Sub-task A Calendar
Allotted Time Minimum suggested time: 8 hours
Title Drugs: mental health and society
Objective To record a podcast episode sharing personal opinions and ideas on the workforce.
Language
Stages Actions Interaction
Skills
• Join the forum to answer the prompt-
questions to explore personal beliefs on the
topic of the course.
• Explore the reading cards presenting quotes
about the war on drugs by influential voices.
• Keep records of relevant information by
implementing note-taking strategies.
• Complete the reading comprehension chart
focusing on roles, agreement or
disagreement, and remarks.
• Look up vocabulary in the dictionary and
implement strategies to use the different
tools offered by online dictionaries.
• Brainstorm information about the title of the Weeks
TED talk video suggested. 1-2-3
Drugs: • Watch the TED talk video and use the Asynchronous; pair Conversation
Influential guideline questions to analyze the speaker’s work: individual work Writing
1
voices speech. Reading
• Look for extra information about alternative
systems to rethink drug use policies. Use
tools and strategies to verify the reliability of
these information sources.
• Analyze and compare the TED talk
suggested with other talks previously seen.

Universidad de Antioquia · Escuela de Idiomas · Vicerrectoría de Docencia · Ude@ Educación Virtual

 • Explore the Language Lab to learn about
debate expressions showing categories like
stating an opinion, asking for opinion,
agreeing, partly agreeing, disagreeing, Reading
Drugs: mental
showing understanding, persuading, asking Asynchronous; pair
health and Writing
2 society for clarification. work; individual work
• Join the asynchronous forum by following
Speaking
the step-by-step guidelines: brainstorming,
information search, creating an outline,
recording a voice note, editing the voice
note, and listening to other productions and
reacting to them.
• Explore the language lab to learn
vocabulary related to the next activity.
The war on • Watch the video Why the war on drugs is a Listening
3 drugs huge failure by Kurzgesagt- In a Nutshell Writing
Aynchronous; individual
and implement note taking strategies.
• Watch the video one more time and
complete the graphic organizer to check
listening comprehension.
• Exploring vocabulary about debates
Language • Exploring vocabulary to cite and quote opinions
Scope • Checking note-taking strategies
• Analyzing expressions to engage the audience during a public speaking session

Sub-task B Calendar
Allotted Time Minimum suggested time: 8 hours
Title Beyond binary: exploring gender fluidity
To implement the 3Ps Model (Planning, Practicing, and Presenting) for effective public
Objective
communication.
Language
Stages Actions Interaction
Skills
• To read the narrative text that serves as
common thread of the program.
• To answer the reading comprehension
questions about the previously read text.
• To instruct the students to explore the Weeks
language lab section and revise the 4-5
expressions describing binary, non-binary
gender and identity.
Free to be you • To dialogue with other partners about Asynchronous; individual Reading
1 questions that foster critical thinking
or me Writing
concerning gender fluidity. Submit critical
points in the corresponding forum.
• To match images and definitions with the
corresponding expressions referring to gender
identity.
• To listen to the consultant’s podcast about
gender diversity.
• To complete the graphic based on audio
comprehension and critical thinking.

Universidad de Antioquia · Escuela de Idiomas · Vicerrectoría de Docencia · Ude@ Educación Virtual

 • To revise the script of the text and highlight
some elements according to the instructions.
• To be part of the forum.

• To instruct the students for exploring the

language lab and revise the public speaking
techniques.
• To share clear ideas, in the forum, about
efficient strategies to speak in public.
• To define key words and expressions to
understand the content of the upcoming text.
• To watch the participation of the consultant of
Talking about gender and sexual orientation topics, mainly, Reading
Asynchronous; individual
identity and the TED Talk special show about diverse Writing
2 sexual diversity and pairs activity
identities. Then, complete the graphic Speaking
organizer by using the information and
analysis of the text (Stage 1 podcast and text).
Finally, share your graphics with your tutor and
partners in an in vivo lesson.
• To determine the speaker’s strategies to
speak in public. Share your opinions in the
forum.
• To compare your graphic organizer with
another partner and write your opinion about
the lecture’s paper.
• To instruct the students to explore the course's
language lab, then to revise the use of simple
and perfect grammar tenses.
• To associate images and definitions of binary
expressions.
• To dialogue in pairs about the following
concepts: inclusion, gender diversity,
stereotypes of gender, empathy, freedom of
expression.
Speaking
• To listen to a monologue about gender identity
Asynchronous; individual Writing
and social consequences of fostering this
3 It gives me joy ideology in Colombia.
and pairs activity Reading
Listening
• To solve comprehension and critical thinking
questions.
• To record a conversation with another partner,
expressing arguments about gender identity.
Use the monologue and previous ideas seen
in subtasks A and B. Remember to include
linguistic information previously seen.
• To upload in the forum the previous recording
of the conversation.
• To give an opinion to two recordings from your
peers.
• Exploring techniques for public speaking.
Language • Analyzing expressions to describe and talk about gender fluidity.
Scope • Appropriately writing words focusing on diagraphs such as “knight” and “thorough”.
• Using deduction and inference to get to logical conclusions from limited information.
• Inspecting simple and perfect grammar tenses.

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 Sub-task C Calendar

Allotted Time Minimum suggested time: 8 hours

Title How to write a PIA Talk from scratch

Analyzing the speaker presentations in TED Talks format and write up ideas for the participation
Objective
in the PIA Talks event, following the suggested structure.
Language
Stages Actions Interaction
Skills
• Read the narrative text that serves as common
thread of the program.
What does a • Answer the reading comprehension questions
Reading
1 Ted Talk and answer the chart. Asynchronous; individual
Writing
presentation • Participate in the forum with your opinion and and pairs activity
Speaking
look like? thoughts about the oral presentations from
class.

• To explore vocabulary about the topic of this

stage of the sub-task.
• To explore information about public speaking
The Migration Reading
concepts such as logos, pathos, and ethos. Asynchronous; individual
Crisis and The Writing
2 single stories • To analyze public speaking techniques. and pairs activity
Speaking Weeks
• To state arguments and opinions.
• To participate in class discussions about the
6-7
topic selected by using expressions and
vocabulary taught in class.
• To review information searching techniques
• To encourage students to explore the
Language Lab and work on the TED Talk
Creating your
own PIA Talk models provided as examples for their own
3 outlines
• To develop ideas for the PIA Talk outline
based on the guiding questions provided
• To complete the graphic organizer to build the
PIA Talk outline in a step-by-step format
• Exploring publis speaking techniques
Language • Exploring vocabulary related to the topic selected for the PIA Talk
Scope • Reviewing informaton searching techniqes
• Analyzing expressions to engage the audience during a public speaking session

Main task Calendar

Allotted Time Minimum suggested time: 4 hours
Description Delivering the PIA Talk based on the outline previously created in Sub-task C.
• To rehearse the talk according to the criteria set by the teacher.
Weeks
7-8
• To create visual aids according to the criteria set for the main task.
Actions
• To deliver the PIA Talk considering the critera set for the task.
• To encourage students to listen to their classmates’ talks and react to them.

Universidad de Antioquia · Escuela de Idiomas · Vicerrectoría de Docencia · Ude@ Educación Virtual

 Feedback • Constant • Self-assessment

3. METHODOLOGY
The methodology of the Programa Virtual de Inglés para Adultos is based on the development of study and technological skills
through the implementation of communicative tasks. In virtual environments, these tasks are known as e-tasks or online tasks.
Salmon (2002, 2013) explains that e-tasks allow students to actively build knowledge through their participation and interaction
in online settings. Likewise, Herrington, Reeves and Oliver (2010), claim that e-tasks help students strengthen and reuse
knowledge on a subject through authentic situations.

The actions proposed in each main e-task and sub-task are carried out in asynchronous and synchronous moments. The former
permits the students to complete activities that can be found in the Learning Management System of the Program. The latter
refers to the sessions where students and professor meet in real-time, which are essential to consolidate the elements that
students have reviewed independently.

Each course has three sub-tasks that support the main e-task to help students achieve these objectives:

1. To develop communicative skills in English.

2. Prioritize meaning over form.
3. Empower students as English language users.

Each sub-task is presented to students in the format of pre, while, and post, which supports the development of the four language
skills: reading, writing, listening, and speaking. This process includes the interaction of students with a variety of material
including written and audiovisual texts that promote the use and understanding of multimodal strategies. At the end of the course,
the students will recycle the elements seen in class to design and deliver the product of the main e-task, and more importantly,
to transfer the knowledge acquired during the course to their day-to-day life.

While exploring the material of the class and completing the tasks in each sub-task and main e-task, the students will find
references to grammar notions, phonetics, learning tips, and exercises that they will be able to explore more in-depth in the
section “Language Lab”. This section has three categories: Exploring, Learning, and Enhancing. The first one offers descriptions
and explanations of grammar rules; the second one, provides students with tips to improve their knowledge about the form of
the language, and the third one presents a plethora of exercises for students to enhance the use of grammar features.

The teacher’s role will be that of a guide who leads the actions of the course, gives prompt feedback to students and helps them
meet the objectives of the course. The teacher will meet the students three times during each course in order to promote
interaction patterns that will allow them to share their progress and practice their English language skills with their classmates.
It is important to remark that teachers are invited to share material that supports the students’ learning process and design
additional activities to scaffold the academic processes in each main task and sub-tasks.

4. ASSESSMENT

The evaluation of the sub-tasks and the main task is based on pre-established rubrics. Teachers shall inform the students
about these rubrics at the beginning of the course. The goal is to foster the self and co-evaluation process of formative
nature before the final evaluation.

Aiming to develop communicative abilities in English, students must complete a set of activities designed and evaluated by
the teacher during the synchronous sessions. At the same time, the products resulting from sub-tasks and the activities
that students develop on the platform different from the others developed autonomously will use previously established
evaluation and procedures criteria.

Universidad de Antioquia · Escuela de Idiomas · Vicerrectoría de Docencia · Ude@ Educación Virtual

Teachers and students will receive a guide containing the previous information. The grading scale goes from 0,0 to 5,0,
being the minimum passing score 3,0. The following table shows the percentage of evaluations and items:

Week Item Evaluation (%)

0 “Introduction to the virtual platform” - Netiquette
Online Lesson 1
1 Course presentation: program, tasks,
methodology, evaluation and forums
2-3 Development of Sub-task A 15%
4 Development of Sub-task B 15%

5 Online Lesson 2
10%

Development of Sub-task C 15%

6-7
Self-evaluation 10%
Online Lesson 3 10%
8 Development of the Main task 25%
Closure of the course

Compulsory Activities
• Attendance to all synchronous sessions.
• Development and delivery of all the sub-tasks.
• Development and delivery of the Main task.
• Self-assessment.

Secretario del Consejo de Unidad Académica

Nombre completo Firma Cargo

Aprobado en Acta 16 del 17 de marzo de 2022

Universidad de Antioquia · Escuela de Idiomas · Vicerrectoría de Docencia · Ude@ Educación Virtual