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UNIVERSIDAD TÉCNICA DEL NORTE
CENTRO ACADÉMICO DE IDIOMAS
FULLTIME COURSE
SYLLABUS: ENGLISH II
I. GENERAL INFORMATION ABOUT THE SUBJECT, MODULE OR COURSE:
1.1. SUBJECT: ENGLISH II
1.2. ACADEMIC PERIOD MARCH / JULY 2015
1.3. CODE:
CAI I
1.4. Number of credits (C) and its equivalence in class hours (CH) and autonomous hours (AH):
1.5. Year, semester FIRST SEMESTER
C: 10 HP: 160 HA: 160
1.6. Pre-requisites: English I
1.7 Co-requisites: None
g
1.8 Education Basis:
Humanistic: ( ) Basic: (X) Professional: ( ) Optional: ( )
1.9 Teachers: Academic Language Center´s Teachers
1.10 E-mail address: [email protected]
II. CHARACTERIZATION OF THE SUBJECT:
2.1. DESCRIPTION OF THE SUBJECT: English as a foreign language is a required subject that should satisfy the increasing demand to communicate in English, to obtain better educational or job opportunities, and to interact better with other cultures. The Ecuadorian society requires future graduates with English communicative competences under international standards; therefore, the main objective of the Academic Language Center of UTN is to prepare students to develop their ability to communicate in English and to approve an international evaluation by working with them throughout five levels, at a rate of ten hours a week. English Level 2 starts by talking about yourself, your family, your hobbies and interests, health issues, celebrations and holidays. It continues discussing memories of growing up, how to get around town, giving advice and making suggestions about travelling, and talking about items in the house. The course ends with topics such as accidents, ways of communicating, people’s appearances and talking about the future and plans. English 2 contributes to CAI’s Learning Results: a) Ability to apply knowledge of English in the workplace and personal life; d) Ability to develop collaborative work in multidisciplinary teams; e) Ability to solve problems within the work
environment and community; f)Ethical and moral consistency in carrying out professional activities; g) Understand the impact of bilingual education in a social, environmental and economic development in a globalized environment; i) Knowledge of national and international reality; k) apply the necessary technological tools to communicate in English, which in turn contribute to the Educational Objectives: 1) To contribute to the training of professionals attaining “sufficiency” level in the English language with ethical and humanistic qualities as well as social responsibility and critical thinking; 3) To promote the habit of self-learning and constant updating for optimal job performance and personal development; 4) To communicate effectively in oral and written English; 5) To have leadership skills and be able to work either individually or within specialized or multidisciplinary groups in diverse cultural environments.
2.2. OBJECTIVES FOR THE SUBJECT.
With the aim to communicate in English as a foreign language, each objective will cover Listening and Reading comprehension
(receptive skills), Oral and Written communication (productive skills). Thinking and Studying skills and Cultural awareness. By the
end of Second Level, the student will be able to:
a) To communicate thoughts on family, favorite things, interests and hobbies. b) To describe common health problems and how to deal with them. Exchange information about celebrations, plans and
predictions. c) To share memories of growing up and life events. Ask for and give directions to get around a place. d) To give advice and make suggestions when travelling and having a trip. Identify furniture objects and have a conversation
on home habits and evening routines. e) To tell anecdotes and talk about accidents. Compare ways of communicating with people and manage phone conversations. f) To describe people and talk about the future and organizing events.
LEARNING OUTCOMES
ASSESSMENT & EVALUATION STRATEGIES
Evidence
(Product, performance,
knowledge)
Achievement
criteria and
level
Techniques and
tools
Weighted grade
1º
Term
2º
Term
T
Supporting communication
thoughts on family, favorite
things, interest and hobbies.
DIAGNOSTIC TEST
Unit 1
Questionnaire with the topic
“Knowing about you” to find
classmates who have things in
common by using the simple
present tense. (classwork)
Upload the report of one of
their classmates from the
questionnaire to be analyzed by
the group in YAMMER.
(Homework)
How to improve something
composition (pg. 9, lesson 1D)
Unit 2
Role play a conversation
starting with the phrase “you
know what!” related to the topic:
hobbies and interests.
(Classwork)
Worksheet developed by
students in class
(everybody/everyone/ nobody /
no one and object pronouns)
(Homework)
80% of the
students
achieve the
category
three (good)
or above.
Questionnaire.
(portfolio)
Report on line
and comments
Composition
Role play in
groups.
(portfolio)
Scanned
worksheet
0.25
0.25
1
0.25
0.25
Unit 3
Oral presentation about
common aches and pains and
home remedies to solve these
problems using a collage made
by themselves in class.
(homework)
Group work.
Collage (photos).
0.25
-Composing oral
presentations and written
compositions related to topics
like how to deal with health
problems and celebrations.
Touchstone checkpoint Pgs. 31-
32 (Review) U 1-3 (classwork)
80% of the
students
achieve the
category
three (good)
or above.
Touchstone
checkpoint Pgs.
31-32
OBJECTIVE TEST
Power point
presentation.
Invitation
Composition.
0.25 1.25 1.25 0.25 0.25 1
10
WRITTEN QUIZ UNITS 1-3
ORAL QUIZ
UNIT 4
Research about an Ecuadorian
celebration and present it to the
class. (homework)
Make an invitation about any
celebration. (classwork)
Write a 100-120 words composition about an unusual tradition in Ecuador.
Applying language in context
to share memories, life events
and giving directions.
Unit 5
Flashcard presentation about a funny situation they had when they were children. (homework)
Survey about their favorites – (subjects, teacher, classmates), and write a report about it. (classwork)
Unit 6
Present a video about asking and giving directions to a foreigner and the places in a town. (homework)
Write a guide for a walking tour for an area in your city or town. (classwork)
Flashcards and
photos
Survey and report
Video
Leaflet
OBJECTIVE TEST
0.25 0.25 0.25 0.25 1.25 1.25
WRITTEN QUIZ UNITS 4-6
ORAL QUIZ
SECOND TERM
Collaborating group work to
provide information about
travelling, having a trip,
home habits and evening
routines.
Unit 7
Role play a conversation where students go on a trip. (Classwork)
Make and write a postcard about a trip you went to. Scanned document (Homework).
Unit 8
Collage group presentation about their dream house. (homework)
Imagine a classmate wants to make a party, use expressions for asking politely and agreeing to requests. (classwork)
Write a 100-120 word composition about any routines. (classwork)
70% of the
students
achieve the
category
three (good)
or above.
Video recording
Postcard
Collage in groups Pair work conversation. Photos Composition
0.125
0.125
0.125
0.125
0.5
5
Comparing anecdotes about
accidents, ways of
communication and phone
conversations.
Unit 9
Make an audio recording about an anecdote they had. (Homework)
Checkpoint unit 9 (Classwork).
Audio recording Checkpoint section OBJECTIVE TEST Debate (photos) Pair work dramatization (video) Composition
0.125 0.125 0.625 0.625 0.125 0.125 0.5
WRITTEN QUIZ UNITS 7 – 9
ORAL QUIZ
Unit 10
Debate about communication in the past and nowadays. (Pictures will be taken) (classwork).
Dramatization about a phone conversation by using interruptions. (homework) Composition. Write a short article about e-mail, pros and cons.
Producing written articles
and oral descriptions about
people, and future.
Unit 11
Write a fashion article describing the current “look”. Scanned document (homework)
Find four pictures in a magazine and make a short description of each person. Exposition (classwork)
Unit 12
Make a ppt. presentation about your plans for the future. (homework)
Make a digital collage predicting the future of your city in 50 years. (classwork)
80% of the
students
achieve the
category
three (good)
or above.
Fashion Article
Audio recording
PPT presentation.
Digital collage
OBJECTIVE TEST
0.125
0.125
0.125
0.125
0.625
0.625
WRITTEN QUIZ UNITS 10 – 12
ORAL QUIZ
INSTITUTIONAL EXAM
WRITTEN
ORAL
OBJECTIVE TEST
2.5 2.5
5
2.4. SYLLABUS PROGRAMMING:
1º Educational Objectives for the subject:
1) To contribute to the training of professionals attaining “proficiency” level in the English language with ethical and humanistic qualities as well as social responsibility and critical thinking; 3) To promote the habit of self-learning and constant updating for optimal job performance and personal development; 4) To communicate effectively in oral and written English, 5) To have leadership skills and be able to work either individually or within specialized or multidisciplinary groups in diverse cultural environments.
Nomenclature: G = Grammar; R = Reading; L = Listening; S = Speaking; W = Writing; LS = Life skills.
Dates
Learning outcomes of
the subject.
(What is expected to be
achieved at the end of the
semester )
Contents
(Units, chapters/
Subchapters of the subject. These
should be linked to the educational
objectives and the learning outcomes.)
Learning Strategies.
(Learning strategies applied
in the classroom, lab,
practices, internships, pre
professional practices,
formative research and work
with the community )
Weekly hours.
(Time required by the
teacher and students
to cover the content )
Basic and
recommended
bibliography
(Use a code as in
section 2.5)
Presenc. Aut
T P
March 30st
- April 13th
Supporting
communication thoughts
on family, favorite things,
interest and hobbies.
Units 1 - 2
MAKING FRIENDS/INTEREST
Theory (T): Previous knowledge review. Inductive / Deductive Grammar. Demonstrations. Associative Vocabulary. Observation. Practical (P): Reading & Listening Activities. Brainstorming. Individual / Pair / Group work: -Applying grammar and vocabulary to relevant situations. -Drafting and Editing. -Critical thinking: Case Studies & Problem Solving. -Expositions.
6
14
30
ACACAIT2
Touchstone 2.
Units 1-2
G: Review simple present and present
of be.
Responses with too and either.
R: Magazine article giving advice.
What’s the question?
L: Respond and match questions.
Listen for details.
S: Start a conversation with someone you don’t know. Use actually to give or correct information
W: Short article on how to improve something. Review of punctuation
LS: communicate about oneself and
people around.
G: Verbs forms after can/can’t, love,
like etc. and prepositions.
Object pronouns
Everybody and everyone, nobody and
no one.
Completing tasks: - To reinforce grammar. - To internalize vocabulary & conversation strategies. - To verify Reading & Listening comprehension. Autonomous (A): Completing tasks. Research. Information Analyzes. Readings. Projects. Essays. Watch videos. Listen to music.
R: A web page for hobby groups
L: Match conversations and fill in a
chart.
Listen for details as two people talk
about a Web page.
S: Say no in a friendly way.
Use really and not really to make
statements stronger or softer.
W: write an e mail message
Use link ideas: and, also, especially or,
but and because.
LS: Use technology in class.
April 14th –
April 29th
Composing oral
presentations and written
compositions about
topics like health and
celebrations.
Units 3 - 4
Health / Celebrations
Theory (T):
Previous knowledge review.
Inductive / Deductive
Grammar.
Demonstrations.
Associative Vocabulary.
Observation.
Practical (P):
Reading & Listening
Activities.
Brainstorming.
Individual / Pair / Group
work:
-Applying grammar and
vocabulary to relevant
situations.
8
14
33
ACACAIT2
Touchstone 2.
Units 3-4
G:Simple present and present
continuous
Joining clauses with if and when
R: A leaflet about stress from de
Department of Health.
L: Predict and listen for exact words
S: Encourage people to say more to
keep a conversation going.
Show surprise.
W: Writing questions asking for advice
about a health problem.
Use of commas after if and when.
LS: Description of Health Problems.
ta
G: future with going to, indirect
objects, indirect object pronouns,
present continuous for the future.
-Drafting and Editing.
-Critical thinking: Case
Studies & Problem Solving.
-Expositions.
Completing tasks:
- To reinforce grammar.
- To internalize vocabulary &
conversation strategies.
- To verify Reading &
Listening comprehension.
Autonomous (A):
Completing tasks.
Research.
Information Analyzes.
Readings.
Projects.
Essays.
Watch videos.
Listen to music.
R: An article about traditions in
different countries
Time to celebrate.
L: listen to answer questions. Listen for
details.
S: Use “vague” expressions and give
“vague” responses
W: Write an invitation to a special
event.
Formal and informal ways to begin and
end note or letter
LS: Express your plans for the future.
April 30th –
May 14th
Applying grammatical
structures to express past
experiences and getting
around a place.
Units 5 - 6
GROWING UP / AROUND TOWN
Theory (T): Previous knowledge review. Inductive / Deductive Grammar. Demonstrations. Associative Vocabulary. Observation. Practical (P): Reading & Listening Activities. Brainstorming. Individual / Pair / Group work: -Applying grammar and vocabulary to relevant situations.
6
14
30
ACACAIT2
Touchstone 2.
Units 5-6
G: Review of simple past in questions
and statements.
Be born
General and specific use of
determiners.
R: An interview
An interview with Jennifer Wilkin
L: Listen for corrections and listen for
details
S: Correct things you say.
Use “I mean” to correct yourself when
you say the wrong word or name.
-Drafting and Editing. -Critical thinking: Case Studies & Problem Solving. -Expositions. Completing tasks: - To reinforce grammar. - To internalize vocabulary & conversation strategies. - To verify Reading & Listening comprehension. Autonomous (A): Completing tasks. Research. Information Analyzes. Readings. Projects. Essays. Watch videos. Listen to music.
W: write interview questions, link ideas
with except (for) and apart from.
LS: Talk about childhood and take
notes
G: Is there? And are there? Pronouns one and some
R: Pages from a walking tour of guide
L: Match directions with destinations by following a map Predict and check information
S: Repeat key words to check information. Use “checking” expressions to check information. Use “echo” questions to check information.
W: Write a guide for a walking tour using expressions for giving directions.
LS: Know how to give directions of near places in the town.
UNIT 7 -8
GOING AWAY / AT HOME
Theory (T):
Previous knowledge review.
Inductive / Deductive
Grammar.
Demonstrations.
Associative Vocabulary.
Observation.
Practical (P):
Reading & Listening
Activities.
Brainstorming.
G: Infinitive for reasons
Ways to give advice and make
suggestions
R: Read about three unusual hotels:
Somewhere different.
L: Predict and listen for exact words.
Listen to check your answers
S: Respond to suggestions. Use “I
guess” when you are not sure
May 15th –
May 25th
Collaborating group
work to provide
information about
travelling, home habits
and evening routines.
W: write a postcard using format and
expressions for writing a postcard.
Individual / Pair / Group
work:
-Applying grammar and
vocabulary to relevant
situations.
-Drafting and Editing.
-Critical thinking: Case
Studies & Problem Solving.
-Expositions.
Completing tasks:
- To reinforce grammar.
- To internalize vocabulary &
conversation strategies.
- To verify Reading &
Listening comprehension.
Autonomous (A):
Completing tasks.
Research.
Information Analyzes.
Readings.
Projects.
Essays.
Watch videos.
Listen to music.
5
9
21
ACACAIT2
Touchstone 2.
Units 7-9
LS: talking about trips: where to stay,
give advice and make suggestions.
G: Whose..? and possessive pronouns
Order of adjectives
Pronouns one and ones
Location expressions after pronouns
and nouns.
R: Read an article about home habits
and typical Americans
L: Listen to complete requests
Listen to number pictures.
S: Ask politely for permission.
Ask someone politely to do something.
W: Write a short article about the
evening routines. Use sequencing
words.
LS: Express politely
G: Past continuous statements. Past
continuous questions. Reflexive
pronouns.
R: Read a newspaper column featuring
letters from readers
L: Listen to match with a response.
Listen to answers questions about the
details.
S: React to and comment on a story.
Respond with I bet…..
W: Write a letter to the newspaper
column telling about something good
that happened to you recently.
Link ideas with when and while.
LS: tell anecdotes and accidents
May 26 –
June 9th
Comparing anecdotes
and ways of
communication
UNIT 9 - 10
THINGS HAPPEN / COMMUNICATION
Theory (T):
Previous knowledge review.
Inductive / Deductive
Grammar.
Demonstrations.
Associative Vocabulary.
Observation.
Practical (P):
Reading & Listening
Activities.
Brainstorming.
Individual / Pair / Group
work:
-Applying grammar and
vocabulary to relevant
situations.
-Drafting and Editing.
-Critical thinking: Case
-Expositions.
Completing tasks:
- To reinforce grammar.
- To internalize vocabulary &
conversation strategies.
- To verify Reading &
Listening comprehension.
Autonomous (A):
Completing tasks.
Research.
Readings.
Projects.
Essays.
Watch videos.
Listen to music.
8
14
33
ACACAIT2
Touchstone 2.
Units 9-10
G: Comparative adjectives: more, less
and fewer
R: An article about text messaging:
CUL8R
L: Listen to infer the reasons, listen to
check opinions.
S: Interrupt and restart phone
conversations.
W: Write a short article using the
correct structure to compare
advantages and disadvantages
LS: Technology
June 10th-
July 28th
Producing written
articles and oral
descriptions about
people, and future.
UNIT 11 - 12
APPEARANCES / LOOKING AHEAD
Theory (T):
Previous knowledge review.
Inductive / Deductive
Grammar.
Demonstrations.
Associative Vocabulary.
Observation.
Practical (P):
Reading & Listening
Activities.
Brainstorming.
Individual / Pair / Group
work:
-Applying grammar and
vocabulary to relevant
situations.
-Drafting and Editing.
-Critical thinking: Case
Studies & Problem Solving.
-Expositions.
Completing tasks:
- To reinforce grammar.
- To internalize vocabulary &
conversation strategies.
- To verify Reading &
Listening comprehension.
Autonomous (A):
Completing tasks.
Research.
Information Analyzes.
Readings.
Projects.
Essays.
Watch videos.
6
56
93
ACACAIT2
Touchstone 2.
Units 11-12
G: questions and answers to describe
people.
Have got.
Phrases with verb + ing and
prepositions to identify people.
R: An article about hairstyles from the
‘50s through the ‘90s
L: listen to match with photos.
Listen to fill in a chart.
S: Show you are trying to remember a
word
W: write a fashion article about
“looks”. Use expressions to describe
new trends.
LS: Comparing
G: Future with will, may and might.
Present continuous and going to for
the future.
Clauses with: if, when, after, before
and simple present to refer to the
future.
R: An article with predictions about the
future
L: listen to identify who is saying that
and why
S: make offers and promises
W: write an article about how one of
the predictions will make our lives
better or worse.
LS: making predictions about one’s
lifestyle.
Listen to music.
2.5 MATERIALS:
Mc Carthy M., McCarthen J. & Sandiford H. (2010). Touchstone 2. New York, U.S.: Cambridge University Press. (Student’s full version Teacher’s edition)
Touchstone 2 Arcade
Touchstone 2 Whiteboard
Links: www.cambridge.org/corpus www.macmillan.com.mx, www.macmillanenglish.com,
www.grupomacmillan.com
http://spanish.ecuador.usembassy.gov/ [email protected]
Bliblioteca, embajada
2.6 RESOURCES:
Tape recorders
Videos(DVDs)
Internet
Projector
Libraries
Labs
TVs
2.7 COMMITMENTS: English is an interactive class in which students will be actively involved in the learning process. Student learning is a top priority. Students will work in total group, small group, partner or independently, according to the planned activities. The teacher will apply the most suitable model for learning using communicative and cognitive approaches. Students are expected to come to class prepared and attentive to ensure a productive learning environment. Students must show courtesy and respect to their fellow students and to the teacher. In order to participate actively in this class, please
Make sure you have completed the registration process to attend to the class.
Arrive on time. (Avoid corrective decisions for arriving late).
To justify a missing class, you must show a certificate (within the first 48 workable hours) validated at UTN´s Bienestar Universitario.
Come prepared to participate (Completed homework, materials and a positive attitude).
Make the most of the class time (Participate in presentations and activities).
Be respectful and friendly (Keep a good learning environment).
Try to use English as much as possible.
Turn off cell phones, I-pods, laptops and headphones before you enter the classroom.
Keep the classroom neat and tidy (Food or drinks are not allowed in class).
Be honest on homework, class work, paperwork, assignments, projects, worksheets, quizzes, diagnostic tests,
progress tests, objectives tests, exit/achievement tests etc. In case of plagiarism (cheating), you will be
sanctioned/penalized according to the UTN internal regulations.
Keep in mind the FIRST Registration is FREE! The SECOND Registration is 10% of the minimum weight salary and
THIRD Registration (ONLY IN SPECIAL SITUATIONS) 15% of the minimum weight salary. If you failed a Second
registration and your situation is not ¨special,¨ you would need to approve English outside the University and present
the ¨Sufficiency¨ test at UTN in order to continue with your studies at UTN.
Class Participation and Freedom of Expression
We must be aware that in situations, which involve expression of opinion and critical thinking, we are sure to have differences and may at times have strongly held opinions or views. Such differences make for interesting and challenging discussions. They provide us also with the opportunity to practice listening skills and respect for views which may not match our own. It is advisable to participate in class so that you do not miss this learning experience.
Attendance counts heavily in the student evaluation, absences and tardiness must be avoided.
Independent learning:
Students are expected to spend time studying independently outside the class, to review notes, to complete weekly and daily assignments, and to prepare for the following class session. The teacher will provide guidance, facilities and materials to help develop the student´s expertise as language learners according to the English level. Students are asked to consolidate their class work, to read, to watch or to listen to material in English, to prepare exercises and activities for the class, to write assignments, to undertake projects and generally to acquire a repertoire of effective language learning strategies.
Students should schedule an hour of independent learning, outside of class, for every academic hour in class. Teachers should:
Take the time to familiarize the students with the syllabus and where to find it.
Get to and leave class on time.
Plan the lesson.
Build up own quizzes and tests for students.
Review and grade students’ homework, classwork and tests (48 workable hours).
Show respect to their students in and outside the classroom.
Follow the policies of CAI and UTN University.
Provide students with clear instructions and rubric when doing exams, pair work and group work.
Provide students with extra material for reviewing.
Inform the students their GPA (Grade Point Average) before entering the grades into the system.
2.8 Breve currículum vitae del profesor:
English teachers at Academic Language Center have a Third or Four Level University degree and a B2 level of
English according to the Common European Framework.
EVALUATION: The semester is divided in Two Terms. The Grade for the FIRST TERM will be attained as follows:
March 30th : Introduction, getting to know each other,
March 31st Diagnostic Test
Two Written Quizzes: 2,5 points. Quiz U 1, 2, 3: April 21sth; Quiz U 4, 5, 6: May 12th.
Two Oral Quizzes: 2,5 points. Quiz U 1, 2, 3: April 22 – 23th; Quiz U 4, 5, 6: May 13-14th.
Two Compositions: 2 points.
Twelve Classwork / Homework: 3 points.
The Grade for the SECOND TERM will be attained as follows:
Two Written Quizzes: 1.25 points. Quiz U 7, 8, 9: June 1st; Quiz U 10, 11, 12: June26th.
Two Oral Quizzes: 1.25 points. Quiz U 7, 8, 9: June 2-3rd; Quiz U 10, 11, 12: June 29-30th.
Two Compositions: 1 points.
Twelve Classwork / Homework: 1.5 points.
One Institutional Written Test: 2.5 points. July 1st.
One Institutional Oral Test: 2.5 points. July 2nd -3rd Reinforce: July 22nd - 23rd- 24th- Supplementary Written Exam: July 27th
Entering grades: July 28th
Handing out reports: July 31st
Every TERM will be grated over 10
ANEXOS: CRITERIOS DE EVALUACIÓN CON NIVELES DE LOGRO:
Resultados de
Aprendizaje
Criterios de evaluación con niveles de logro (rúbrica)
5
10/10
4
9/10
3
8/10
2
7/10
1
6 y menos /10
Supporting
communication
thoughts on
family, favorite
things, interest
and hobbies.
Excellent oral and writing
skills supporting
communication on
thoughts on family,
favorite things, interests
and hobbies.
Understands 100% of the
information read in a
magazine article and in a
web page for hobby
groups.
Internalization of
vocabulary related to
types of TV shows,
clothes, food, weekend
Very good oral and
writing skills supporting
communication on
thoughts on family,
favorite things, interests
and hobbies.
Understands 90%
of the information read in
a magazine article and in a
web page for hobby
groups.
Uses efficiently the
vocabulary related to
types of TV shows,
clothes, food, weekend
Good oral and
writing skills
supporting
communication on
thoughts on family,
favorite things,
interests and
hobbies.
Understands 80%
of the information
read in a magazine
article and in a web
page for hobby
groups.
Translates
vocabulary related to
types of TV shows,
clothes, food,
Fair oral and writing
skills supporting
communication on
thoughts on family,
favorite things,
interests and hobbies.
Understands 70%
of the information
read in a magazine
article and in a web
page for hobby groups.
Limited vocabulary
related to types of TV
shows, clothes, food,
Poor oral and writing
skills supporting
communication on
thoughts on family,
favorite things, interests
and hobbies.
Understands 60% or
less of the information
read in a magazine
article and in a web
page for hobby groups.
Lacks of vocabulary
related to types of TV
shows, clothes, food,
activities. Interests,
hobbies and kind of
music.
Does not make mistakes.
activities. Interests,
hobbies and kind of music.
Awareness of mistakes
and self-monitoring of it.
weekend activities.
Interests, hobbies
and kind of music.
Unawareness of
mistakes.
weekend activities.
Interests, hobbies and
kind of music.
Makes frequent
mistakes.
weekend activities.
Interests, hobbies and
kind of music.
Makes too many
mistakes.
Composing oral
presentations and
written
compositions
about topics like
health and
celebrations.
Excellent oral and writing
skills composing oral
presentations and written
compositions about
topics like health and
celebrations.
Understands 100%
of the information read in
a leaflet about stress
from the Department of
Health, and in an article
about traditions in
different countries.
Internalization of
vocabulary related to
months of the year, days
of the month, special
Very good oral and
writing skills composing
oral presentations and
written compositions
about topics like health
and celebrations.
Understands 90%
of the information read in
a leaflet about stress from
the Department of Health,
and in an article about
traditions in different
countries.
Uses efficiently the
vocabulary
months of the year, days
of the month, special days,
celebrations and holidays.
Good oral and
writing skills
composing oral
presentations and
written compositions
about topics like
health and
celebrations.
Understands 80
of the information
read in a leaflet
about stress from the
Department of
Health, and in an
article about
traditions in different
countries.
Translates
vocabulary months
of the year, days of
the month, special
Fair oral and writing
skills composing oral
presentations and
written compositions
about topics like health
and celebrations.
Understands 70%
of the information
read in a leaflet about
stress from the
Department of Health,
and in an article about
traditions in different
countries.
Limited vocabulary
months of the year,
days of the month,
special days,
Poor oral and writing
composing oral
presentations and
written compositions
about topics like health
and celebrations.
Understands 60% or
less of the information
read in a leaflet about
stress from the
Department of Health,
and in an article about
traditions in different
countries.
Lacks of vocabulary
months of the year,
days of the month,
special days,
days, celebrations and
holidays.
Time expressions for the
past, saying years, school
subjects.
Does not make mistakes.
Time expressions for the
past, saying years, school
subjects.
Awareness of mistakes
and self-monitoring of it.
days, celebrations
and holidays.
Time expressions for
the past, saying
years, school
subjects.
Unawareness of
mistakes.
celebrations and
holidays.
Time expressions for
the past, saying years,
school subjects.
Makes frequent
mistakes.
celebrations and
holidays.
Time expressions for
the past, saying years,
school subjects.
Makes too many
mistakes.
Applying
grammatical
structures to
express past
experiences and
getting around a
place.
Excellent oral and writing
skills applying
grammatical structures to
express past experiences
and getting around a
place.
Understands 100%
of the information read in
an interview with a
woman who talks about
her teenage years and
pages from a walking tour
guide.
Internalization of
vocabulary related to
Very good oral and writing
skills applying grammatical
structures to express past
experiences and getting
around a place.
Understands 90%
of the information read in
an interview with a
woman who talks about
her teenage years and
pages from a walking tour
guide.
s Uses efficiently the
vocabulary related to
Good oral and
writing skills
applying grammatical
structures to express
past experiences and
getting around a
place.
Understands 80
of the information
read in an interview
with a woman who
talks about her
teenage years and
pages from a walking
tour guide.
Translates
vocabulary related to
months of the year,
days of the month,
Fair oral and writing
skills applying
grammatical structures
to express past
experiences and
getting around a place.
Understands 70%
of the information
read in an interview
with a woman who
talks about her
teenage years and
pages from a walking
tour guide.
Limited vocabulary
related to months of
the year, days of the
Poor oral and writing
skills applying
grammatical structures
to express past
experiences and getting
around a place.
Understands 60% or
less of the information
read in an interview
with a woman who talks
about her teenage years
and pages from a
walking tour guide.
Lacks of vocabulary
Related to months of
the year, days of the
months of the year, days
of the month, special
days, celebrations and
holidays.
Time expressions for the
past, saying years, school
subjects.
Does not make mistakes.
months of the year, days
of the month, special days,
celebrations and holidays.
Time expressions for the
past, saying years, school
subjects.
Awareness of mistakes
and self-monitoring of it.
special days,
celebrations and
holidays.
Time expressions for
the past, saying
years, school
subjects.
Unawareness of
mistakes.
month, special days,
celebrations and
holidays.
Time expressions for
the past, saying years,
school subjects.
Makes frequent
mistakes.
month, special days,
celebrations and
holidays.
Time expressions for
the past, saying years,
school subjects.
Makes too many
mistakes.
Collaborating
group work to
provide
information
about travelling,
home habits and
evening
routines.
Excellent oral and
writing skills
collaborating group
work to provide
information about
travelling, home habits
and evening routines.
Understands 100%
of the information read in
an article about unusual
hotels and home habits.
Internalization of
vocabulary about home
furnishings, places to
keep things at home.
Very good oral and
writing skills collaborating
group work to provide
information about
travelling, home habits
and evening routines
Understands 90%
of the information read in
an article about unusual
hotels and home habits.
Uses efficiently the
vocabulary about home
furnishings, places to keep
things at home.
Good oral and
writing skills
collaborating group
work to provide
information about
travelling, home
habits and evening
routines.
Understands 80%
of the information
read in an article
about unusual hotels
and home habits.
Translates
vocabulary about
home furnishings,
places to keep things
at home.
Fair oral and writing
skills collaborating
group work to
provide information
about travelling,
home habits and
evening routines.
Understands 70%
of the information
read in an article about
unusual hotels and
home habits.
Limited vocabulary
about home
furnishings, places to
keep things at home.
Poor oral and writing
skills collaborating
group work to provide
information about
travelling, home
habits and evening
routines.
Understands 60% or
less of the information
read in an article about
unusual hotels and
home habits.
Lacks of vocabulary
about home furnishings,
places to keep things at
home.
Comparing
anecdotes and
ways of
communication.
Does not make mistakes.
Excellent oral and writing
skills Comparing
anecdotes and ways of
communication
Understand 100%
of the information read in
a newspaper column and
an article about text
messaging.
Internalization of
vocabulary related to
parts of the body,
injuries, adjectives, phone
expressions.
Does not make mistakes
Awareness of mistakes
and self-monitoring of it.
Very good oral and
writing skills to tell
anecdotes, talk about
accidents and compare
ways of communicating
with people.
Understands 90%
of the information read in
a newspaper column and
an article about text
messaging.
Uses efficiently the
vocabulary related to
parts of the body, injuries,
adjectives, phone
expressions.
Awareness of mistakes
and self-monitoring of it.
Unawareness of
mistakes.
Good oral and
writing skills to tell
anecdotes, talk about
accidents and
compare ways of
communicating with
people.
Understands 80%
of the information
read in a newspaper
column and an article
about text
messaging.
Translates
vocabulary related to
parts of the body,
injuries, adjectives,
phone expressions.
Unawareness of
mistake
Makes frequent
mistakes.
Fair oral and writing
skills to tell anecdotes,
talk about accidents
and compare ways of
communicating with
people.
Understands 70% of
the information read in
a newspaper column
and an article about
text messaging.
Limited vocabulary
related to parts of the
body, injuries,
adjectives, phone
expressions.
Makes frequent
mistakes.
Makes too many
mistakes.
Poor oral and writing
skills to tell anecdotes,
talk about accidents
and compare ways of
communicating with
people.
Understands 60% or
less of the information
read in an article about
unusual hotels and
home habits.
Lacks of vocabulary
related to parts of the
body, injuries,
adjectives, phone
expressions.
Makes too many
mistakes
Excellent oral and writing
skills producing written
articles and oral
descriptions about people
and future
Very good oral and
writing skills producing
written articles and oral
descriptions about people
and future
Good oral and
writing skills
producing written
articles and oral
descriptions about
people and future
Fair oral and writing
skills producing
written articles and
oral descriptions about
people and future
Poor oral and writing
skills producing written
articles and oral
descriptions about
people and future
Producing written
articles and oral
descriptions
about people and
future
Understand 100%
of the information read in
an article about
hairstyles and an article
with predictions about
the future.
Internalization of
vocabulary related to
adjectives and
expressions to describe
people’s appearances and
occupations.
Does not make mistakes.
Understands 90%
of the information read in
an article about hairstyles
and an article with
predictions about the
future.
Uses efficiently the
vocabulary related to
adjectives and expressions
to describe people’s
appearances and
occupations.
Awareness of mistakes
and self-monitoring of it.
Understands 80%
of the information
read in an article
about hairstyles and
an article with
predictions about the
future.
Translates
vocabulary related to
adjectives and
expressions to
describe people’s
appearances and
occupations.
Unawareness of
mistakes.
Understands 70% of
the information read in
an article about
hairstyles and an
article with predictions
about the future.
Limited vocabulary
related to
adjectives and
expressions to describe
people’s appearances
and occupations.
Makes frequent
mistakes.
Understands 60% of the
information read in an
article about hairstyles
and an article with
predictions about the
future.
Lacks of vocabulary
related to
adjectives and
expressions to describe
people’s appearances
and occupations.
Makes too many
mistakes.
Ibarra, August 28th, 2014
g)…………………………………………
CAI´s PROFFESSOR
Elaborated by: CAI Teachers, based on Alcides Aranda Aranda´s model.