UNIVERSITY OF PAMPLONA

EDUCATION FACULTY
FOREIGN LANGUAGE DEPARTMENT

SYLLABUS

​
SUBJECT: Basic English Course Teenagers
PUBLIC

TEACHERS:

Alvarez Gelvez Edward Danilo

Arévalo Ríos Diego Alexander
Cabeza Parra Dumar Hernan
Camargo Alean Brayan Alexander
Chaqua Cortes Fabián Alirio
Cuevas Marin Danna Marley
Gómez Martínez Juana Valentina
López Pacheco Diana Karina
Pabon Mora Daniela Alejandra
Rangel Arevalo Daniela Alexandra
Vera Garcia Jhonn Jairo
Vides Rozo Diego Andrés

SCHEDULE:

Monday from 2:00 p.m. to 4:00 p.m. CS 211-3

Wednesday from 2:00 p.m. to 4:00 p.m. SVR - 307

TIME: 4 hours per week

MATERIALS:
★​ Board
★​ Colors
★​ Costumes
★​ Flashcards
★​ Handouts
★​ Markers
★​ Pencil
★​ Songs
★​ Speakers
★​ Stands
★​ Video beam
★​ Worksheets
 JUSTIFICATION:
-​ This English course, developed by seventh-semester students of the Foreign Languages
program at the University of Pamplona, aims to contribute to the academic and personal
growth of adolescents and young learners from the local community. The initiative seeks to
strengthen learners’ communicative competence by providing meaningful opportunities to
use the language in real-life contexts. Through the integration of vocabulary, grammar, and
cultural knowledge from Anglophone communities, the course promotes the development
of linguistic skills and intercultural awareness. This approach not only enhances language
proficiency but also fosters a closer and more authentic contact with English as a global
means of communication.

GENERAL OBJECTIVE:
-​ To participate in collaborative activities integrating cultural exploration with English
practice, fostering teamwork and intercultural appreciation.

SPECIFIC OBJECTIVES:

●​ To strengthen teenagers’ communicative competence by integrating grammar and vocabulary

practice, propitiating real-life contexts, describing everyday situations, and recognizing
cultural aspects of Anglophone communities.
●​ To foster cultural awareness by introducing traditions, customs, and daily practices of
Anglophone communities.
●​ To describe people and objects using a variety of adjectives in simple sentences.
●​ To maintain orderly classroom behavior by following routines such as raising hands before
speaking and listening attentively to classmates.
●​ To analyze, through systematic observation from the beginning to the end, the individual
progress of the children participating in the course, particularly in their development in
behavior, learning process, and skills.

COMPETENCES
Communicative, linguistic, and cultural.

METHODOLOGY

Project 1: Halloween
This project “The Haunted House” invites our students to explore how different countries celebrate
Halloween. The event will be organized through creative stands, each one transformed into a
spooky room of the haunted house. Every stand will represent a different country and include a fun
activity that shows its Halloween traditions. This way, participants will not only enjoy the
atmosphere of Halloween but also learn about cultural diversity.

Regarding the stands, the first one, the Jack’o Lantern Room (group 5), will be guided by a teacher
who helps children write a short letter about what they like the most about Halloween. Once
finished, they will place their letter inside a pumpkin’s head, making it a creative and interactive
activity. Next, in The Witch’s Lab(group 4 ), a teacher will assist students as they complete a magic
spell using verbs in the present simple tense. This combines grammar practice with imagination,
turning learning into a fun “witchy” challenge. Following this, the Vampire’s Spooky Camp(group 1)
will have a teacher supervising as children read a short Halloween legend and answer some
comprehension questions, which strengthens reading skills while immersing them in spooky
storytelling. Afterward, at the Zombie’s Studio (group 3), a teacher will guide students while a
 “monster” says different phrases that they must listen to carefully. Students will then complete a
task related to the phrases, practicing listening comprehension in a fun and scary environment.
Finally, in The Monster’s Travel (group 2), a teacher will support students as they compare how
Halloween is celebrated in Colombia and the USA. This activity encourages them to reflect on
cultural similarities and differences, connecting English learning with real-world traditions..

Project 2: Christmas
Our project, “Santa’s Workshop” is designed as an interactive and festive event. Students will
explore how different cultures celebrate Christmas by participating in fun, practical activities divided
into stands. The stands will represent different areas of Santa’s magical workshop, each one
decorated with Christmas themes and offering activities related to the holiday spirit, such as writing
letters, creating crafts, singing carols and sharing traditions from several countries.

At the first stand, Santa’s Mailroom(group 4), teachers will help students write a letter to Santa
using the future simple tense (will) to express their wishes and promises, such as “I will help my
parents” or “I will study harder.” Once finished, students will “mail” their letters in Santa’s special
box, making the activity both creative and interactive. Then, in The Elves’ Toy Factory (group 3),
teachers will guide children as they design or draw a toy and describe it using adjectives like big,
small, colorful, and funny, combining creativity with vocabulary practice. Following this, at Mrs.
Claus’ Kitchen (group 1), teachers will support students as they follow a simple Christmas recipe,
such as cookies or hot chocolate, presented in English. They will complete a sequencing activity
using words like first, then, next, and finally, while also practicing the modal verb have to.
Afterward, on The Carolers’ Stage (group 5), teachers will assist students as they practice a short
Christmas carol or chant. This activity helps them learn new Christmas vocabulary through music
and rhythm, while also improving pronunciation and listening skills. To conclude, at The Reindeer’s
Journey (group2), teachers will guide students as they compare how Christmas is celebrated in
Colombia and another country, such as the USA. Students will match traditions related to food,
decorations, and activities, and share which ones they like the most, connecting English learning
with real-world cultural experiences.

COMMUNICATIV LINGUISTIC TEACHERS DATE

CULTURAL
TOPIC E OBJECTIVE
OBJECTIVE
OBJECTIVE
UNIT 1 To apply formal and To distinguish To implement the Daniela Pabón Septemb
informal expressions between formal and verb “to be” Alex Camargo er 29th
​ Lesson 0: to introduce informal greetings accurately when Monday
​ Ice breaker: themselves. according to the introducing
Danilo cultural and themselves.
​ Rules: Daniela situational context.
Rangel
​ Classroom
language: Diego
Arévalo
​ Project 1:
Jhonn Vera
​ Project 2: Juana
Gómez
​ Teachers’
presentation:
Diana Lopez
​ General
instructions and
methodology:
Fabián Chaqua
​ Lesson 1:
 ​ Greetings
Expressions to
introduce
yourself
(formal/inform
al)

Hello, I am
_____(name)

To name the family To identify To use the Danilo Alvarez October

​ Lesson 2: members using differences in typical possessive Dumar Cabeza 1st
Family simple sentences family structures adjectives “my, his Jhonn Vera Wednesd
members/ and her” when ay
Possessive between Colombia
talking about
adjectives and the USA. family members.
​ “She is my
sister.”

To describe their To recognize the To employ basic Fabián Chaqua October

​ Lesson 3: favorite superhero. importance of adjectives to Juana Gómez 6th
Adjectives / superheroes in describe the Monday
Superhero appearance and the
English-speaking
Descriptions personality
popular culture (e.g., adjectives.
"My superhero is Marvel and DC in
strong" the USA)

To compare To recognize To correctly Danna Cuevas October

​ Lesson 4: animals/their pet representative employ Diana Lopez 8th
Animals/ with others animals from comparatives when Diego Vides Wednesd
Comparatives talking about ay
Colombia and the
animals.
“The elephant United States
is bigger than
the mouse ”

To name the To compare the most To apply Diego Arevalo October

​ Lesson 5: different means of common means of superlative Daniela Rangel 15th
Means of transportations they transportation people adjectives to Wednesd
transport/superl use in everyday life. describe different ay
atives use in the USA in
means of
contrast with transportation.
Colombia.

“The airplane is the

fastest means of
transportation”

To express the To name typical To apply present Daniela Pabon October

​ Lesson 6: leisure and hobbies leisure activities in simple sentences Alex Camargo 20th
​ Hobbies / they do themselves. Colombia and the with hobbies and Monday
Leisure United States. free- time
 activities/ vocabulary
Present simple

“He plays
soccer every
weekend.”​

To express their likes To compare daily To apply the Danilo Alvarez October
​ Lesson 7: likes and dislikes about responsibilities of structures like/don’t Dumar Cabeza 22nd
and dislikes / daily chores. teenagers in like in sentences Jhonn Vera Wednesd
chores and about chores. ay
Colombia and the
responsibilities
USA.
​ “I don’t like to
wash the
dishes.”

To explore how To employ Jhon Vera October

​ Lesson 8: To express ideas, Halloween is Halloween-related 27th
Project 1: Halloween preferences, and celebrated in vocabulary and Monday
Haunted House stories about simple grammar
Halloween in different countries
structures (such as
English through appreciating cultural the present simple
spoken and written similarities and tense) in
activities. differences with meaningful
Colombia. activities.

To express personal To recognize at least To use frequency Fabián Chaqua October

​ Lesson 9: habits with 5 popular summer adverbs describing Juana Gomez 29th
Adverbs of frequency/ classmates by teenage activities in at least 8 daily Wednesda
Teen routine creating sentences activities. y
the US.
Challenge with adverbs of
frequency in a
“I usually play competitive activity
videogames every
afternoon”
To describe their To identify typical To classify food as Danna Cuevas November
​ Lesson 10: favorite food by food from Colombia countable or Diana Lopez 5th
​ Countables and identifying which and the USA as uncountable. Diego Vides Wednesda
Uncountables/ ingredients are countable or
y
food countable and
uncountable.
“I have some mangoes uncountable.​
in the fridge.”

To describe their To contrast the To formulate short Diego Arevalo November

​ Lesson 11: house mentioning the typical places in a sentences about Daniela Rangel 10th
There is/ there places it has. Colombian house their own house Monday
are/ Places in using ‘’There is /
with those in an
the house There are’’.
American one.

“There are two

 rooms in my
house”
To describe the To compare the To form present Daniela Pabón November
​ Lesson 12: weather using the weather between continuous Alex Camargo 12th
​ Weather/ present continuous. Colombian and sentences with Wednesda
Present weather verbs. y
American cities.
continuous

"It is raining”

To describe past To recognize To construct Danilo Alvarez November

​ Lesson 13: celebrations and cultural celebrations affirmative, Dumar Cabeza 19th
​ Past simple verb traditions using and traditions from negative, and Jhonn Vera Wednesda
to be (was/were) was/were in short Anglophone interrogative y
Celebrations sentences. countries. sentences in the
and traditions past simple form of
the verb to be
“My birthday party (was/were).
was last Saturday.”

To share past actions To compare British To apply past Fabián Chaqua November
​ Lesson 14: by creating sentences celebrations and simple rules when Juana Gómez 24th
​ Past simple with regular verbs. festivals with talking about Monday
regular verbs/ celebrations.
Colombian
Celebrations
celebrations.
and festivals

“I travelled to Bogotá
on Vacation”

Lesson 15: To tell their own To compare To use future Danna Cuevas November
future professions professions in simple when Diana Lopez 26th
​ Future simple / using “will.”. Colombia and the talking about their Diego Vides Wednesda
will/Professions United States. future professions y

“I will be a
Nurse”

Lesson 16: To express their To identify common To apply ‘’be going Diego Arévalo December
​ Be going to personal plans and activities that to’’ with ‘’future Daniela Rangel 1st
(plans and intentions for their children in time expressions’’ Monday
intentions) / free time and in simple sentences
Colombia are going
Future time vacation. to express their
expressions to do on vacation in daily life plans.
comparison with
children in the USA.
“I am going to visit
my grandma next
weekend.”

December
Lesson 17 To articulate To distinguish To construct Juana Gomez 3rd
Project 2 Christmas wishes, Christmas sentences using Wednesda
Christmas descriptions, and celebrations in Christmas-related y
Santa’s Workshop​ traditions in English different countries vocabulary and
through spoken, grammar structures
and cultural
written, activities and (future simple,
singing. adjectives,
 similarities with sequencing words)
Colombia. in interactive tasks.

EVALUATION SYSTEM

This course is based on a formative evaluation. All topics studied will be evaluated during the
classes in an oral or written form by the development of worksheets or short oral tasks. Besides,
during the projects, the teachers will check their understanding of the topics.

BASIC BIBLIOGRAPHY:

How to Teach Young Learners Like a Pro:

[Link]
-learners-like-a-pro_1.pdf
How to teachEnglish by Projects:
[Link]
sources-timsaver_project_wor.pdf

WEB SITES

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ammar-grammar-browse-by-skill-esl-efl-resources/past-simple-beginner-level-grammar-grammar-b
rowse-by-skill-esl-efl-resources
Free ESL Fun Games, Interactive Grammar & Vocabulary Games for Classrooms
English Grammar | Learn English
Materials/resources:
[Link]
[Link]
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[Link]/free-resources/free-flashcards/
[Link]
[Link]
.com
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ers_puzzle_crisscross
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