Spa-Ingles Intermedio II 2016 uladech

8/15/2019 Spa-Ingles Intermedio II 2016 uladech

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UNIVERSIDAD CATOLICA LOS ANGELES DE CHIMBOTE

IDIOMAS ULADECH CATOLICA

SYLLABUS / LEARNING PLAN

1. SYLLABUS

1. General infora!ion

1.1 Name of the course : Certificación en Inglés Intemerdio II

1.2. Course code :

1.3. Type of study : General

1. Nature of the course : Compulsory ! "theory#practice$

1.% &e'el of studies : (re! Graduate1.) *cademic term : +III

1., Credits : 1

1.-. ours per /ee0 : ) classroom hours 3 hours and 1#2 of 'irtual class"theory#practice$

1.. Total hours : 1%

1.1. (re'ious re4uirement : Intermediate I

1. 11. *cademic Term : 21) 5

1.11. ead teacher :

1.12. Teaching tutor :

1.13. Teaching tutor :

1. 1 Teaching tutors :

". #ea!$re% of !&e 'ra($a!e )rofile rela!e( !o !&e )ro'ra

6tudents de'elop communicati'e language competences according to each le'el applying

appropriate grammar structures and 'oca7ulary related to 'arious specific conte8ts in /ritten and

oral te8ts so as to carry out the tas0s to 7e accomplished and to the 7enefit of his o/n personal

cultural and professional gro/th.

3. S$ar*

The phenomenon of glo7ali9ation has contri7uted greatly to con'ert Intermediate English into the

most important and necessary language today. Training in Intermediate English is essential not

only to get 7etter o7 opportunities in the future 7ut also to communicate and ha'e access to

/orld/ide information thus 0eeping updated in any field of study and interest. Therefore the

Intermediate English course is structured through different units in order to achie'e an optimal


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I;C!6(* 5+2 (


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le'el of mastering =nglish as a means of communication /ith different people and cultures as

/ell as fostering social interaction among the participants.

4. General 'oal

>e'elop oral and /ritten comprehension and production capa7ilities in =nglish through the

application of theoretical 7asis and practice /hich ena7le understanding and communication in

the four main language s0ills such as spea0ing reading listening and /riting on specific topics

/hile pro'iding assessment to/ards the ac4uisition of ne/ 0no/ledge.

5. S)e+ifi+ O,-e+!ie%

5.1. ;nderstand te8ts of medium comple8ity related to familiar matters regularly encountered

in /or0 school leisure etc. ;nderstand the main point on current affairs or topics of

personal or professional interest /hen the deli'ery is relati'ely slo/ and clear.

5.2. Can deal /ith most situations li0ely to arise in common con'ersations on topics that are

familiar of personal interest or pertinent to e'eryday life "family ho77ies /or0 tra'el and

current e'ents$. Can connect phrases in a simple /ay in order to descri7e e8periences

and e'ents dreams hopes and am7itions gi'ing reasons and e8planation for opinions

and plans.

5.3. ;nderstand short te8ts of medium comple8ity a7out topics consisting mainly of high

fre4uency e'eryday language descri7ing e'ents feeling and /ishes.

5.4.(roduce simple connected te8ts /ith cohesion and coherence on topics /hich arefamiliar or of personal interest. Can descri7e e8periences and impression using the

appropriate corresponding linguistic elements.

6. S)e+ifi+ !o)i+% for learnin' $ni!

Learnin' Uni! S)e+ifi+

S)e+ifi+ !o)i+%O,-e+!ie%

G?*@@*?:

• Go A !ing

•

(repositions B *d'er7s%.1 • Compound nouns

1%.2 • +er7 A gerund

%.3 • +er7 A infiniti'e or A !ing

%. • ould rather # prefer

+DC*E;&*?F:

• &eisure and time acti'ities

• +er7s of mo'ement

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• (repositions of mo'ement

• 6ports 'oca7ulary

• (hrasal 'er7s

• @o'ie genres

G?*@@*?:

• *ny # ='ery # No # 6ome

• 6o B 6uch

• (assi'e +oice 5(resent B (ast

%.1 • (resent participle *decti'es

2%.2 • (ronouns in phrasal 'er7s

%.3 +DC*E;&*?F:

%. • Like phrases

• Num7ers and fractions

• (ausing de'ices

• Technology

• (hrasal 'er7s

• uture forms re'ie/

• uture forms 5(resent 6imple B (resent

Continuous

• ?educed sentences

• Ee 's. Get

%.1 • !ed B !ing adecti'es3%.2

• 6econd Conditional%.3

+oca7ulary:%.

• alse cognates

• =8pressions for certainty and dou7t

• edding /ords

• ?omance

• Intensifiers

G?*@@*?:

• (ro7a7ility 5may might could%.1

• ?elati'e pronouns%.2

• Huestions ?e'ie/%.3

%.• hat 's. hich

• o/ A *decti'e # *d'er7

Dne # Dnes


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I;C!6(* 5+2 (


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+DC*E;&*?F:

1 (erformers

2 Eirth Drder

3 Causes and 6ymptoms of stress

4 ord!formation: o'er 5under

5&ifestyle changes

6 @oney

7 *lternati'e lifestyles

7. S!ra!e'ie% for !ea+&in' an( learnin'

The methodology used to de'elop this su7ect focuses on the learning process of the students

through participatory techni4ues such as 7rainstorming role plays pair!/or0 dialogs and group

/or0 7ased on communicati'e situations connected to reality.

This methodology also responds to the learning system 0no/n as Blen(e( Learnin' in the

conte8t of the communicati'e approach and systemic and cooperati'e learning in order to

enhance the de'elopment of the studentsJa7ilities and s0ills.

The specific contents /ill 7e de'eloped through acti'ities planned 7y the teacher in /hich

students are the main actors in the construction of their learning. The teacher fulfils different

roles: one of moti'ator mediator facilitator challenger and e8pert.

The acti'ities may 7e theoretical or practical and the strategies techni4ues and procedures

employed should 7e acti'e.

Tea+&in' 0 Learnin' %!ra!e'ie% T*)e%

6trategies to e8plore prior 0no/ledge Erainstorming

and acti'ate moti'ation Hui9# 4uestionnaire

=liciting

armers

&ead!ins

Huestion ! ans/er

6trategies to foster /ritten comprehension 60imming

"?eading$ Gisting

6canning

>etecting functions

=8tracting specific information

Conte8tual guessing

illing out forms

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6imple clo9e

6trategies to foster oral comprehension Instructional listening "filling in gaps mar0ing

"&istening$ the correct ans/er$

&anguage analysis tas0s

6ummari9ing information

6trategies to foster oral production >ialog and discussing

"6pea0ing B Interaction$ (air!/or0

?ole play

Dral presentation

(eer coaching

6ur'ey

>rilling

6trategies to foster /ritten production: ritten practice

"/riting$ 6trategies and techni4ues to de'elop the

ac4uisition of 'oca7ulary and use of correct

spelling "'isual presentation /ord!games

cross/ords etc.$ the correct use of grammar

"filling in the 7lan0s matching /ord order

etc.$ capitali9ation punctuation and

paragraphing.

Cooperati'e strategies and acti'e methods to Group /or0

foster the de'elopment of competences Games

Tas0!7ased acti'ities

. Pe(a'o'i+al re%o$r+e%2

The modern classroom and &a7oratory &earning >igital is used for the de'elopment of the su7ect.

Tea+&er !$!orin'2

It is scheduled at the end of each learning unit according to the needs of the student /hich is processed

through the respecti'e computer module from the =?( ;ni'ersity.

3. Learnin' A%%e%%en!

*s /ell as formati'e and informal assessment a formal assessment /ill 7e held throughout each

learning unit. The a'erage score of each learning unit is o7tained as follo/s:

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N4 DESCRIPTION O# ACTIVITIES 5

1 (ro7lem!sol'ing acti'ities according to the language s0ills: 67859

?eading "1%K$


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&istening "1%K$

riting "1%K$

2 Dral e8am "6pea0ing$ "2K$

3 ritten e8am "2%K$

+irtual platform acti'ities "1K$

TOTAL 1K

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B. LEARNING PLANS

LEARNING UNIT 12

6pecificD7ecti'

es

;

n

de

r

s

t

a

n

d

t

e

8

t

s

o

f

me

d

i

u

m

c

o

m

p

l

e

8

i

t

y

r

elated to

familiar

mattersregularly

encountere

d in /or0

school

leisure etc.

;nderstand

the main

point on

current

affairs or

topics of

personal or

professiona

l interest

/hen the

deli'ery is

relati'elyslo/ and

clear.

5.2. Can deal

/ith most

situations

li0ely to

arise in

commoncon'ersatio

ns on

topics that

are familiar

of personal

interest or

pertinent to

e'eryday

life "familyho77ies


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/or0

tra'el

and

curre

nt

e'ent

s$.Can

conn

ect

phras

es in

a

simpl

e /ay

in

order

to

descri

7e

e

8

p

e

ri

e

n

c

e

s

a

n

d

e

'

e

nts

dream

s

hopes

and

am7iti

onsgi'ing

reason

s and

e8plan

ation

for

opinio

ns and

plans.

;

n

d

e

r

s

t

a

nd

s

h

o

r

t

t

e

8

t

s

of medium

comple8ity

a7out

topics

consisting

mainly of

high

fre4uency

e'eryday

language

descri7ing

e'ents

feeling and

/ishes.

5.4. (roduce

simple

connected

te8ts /ith

cohesion

and

coherence

on topics

/hich are

familiar or

of personal

interest.

Can

descri7e

e8perience

s and

impression

using the

appropriate

correspondi

ng linguistic

elements.

Learnin' A+!ii!ie%

&esson).1

B).2

4.

udentsre'ise'er7

s of mo'ementandtal0a7out


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e8tr eme

spor ts using

them.

5. 6

t

u

d

en

t

s

l

e

a

r

n

p

r

e

p

o

s

i

t

i

/

r

i

t

e

sh

o

r

t

t

e

8

t

a

7

o

u

t

e

8

t

r

e

m

e

s

p

o

r

t

s

.

&esson ).3

1. 6tudents get to 0no/ the prepositions of mo'ement and use them to as0 each other

4uestions a7out their sports and other 0inds of acti'ities.

2. 6tudents complete te8t of a postcard and use it as an e8ample to /rite a similar te8t.

3. 6tudents tal0 a7out acti'ities they li0e and donJt li0ehours

4. 6

t

u

d

e

nt

s

i

d

e

n

t

i

f y

'

e

r

7

p

a

t

t

e

r

n

s

.

"

+

e

r

7

A

g

e

r

u

n

d

$a


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n

d

l

e

a

r

n

t

o

u

s

e

e

o

r

a

l

an

d

/

r

i

t

t

e

n

s

e

n

te

n

c

e

s

.


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&esson ). B ).% 3 th

1. 6tudents listen to an audio to learn 'oca7ulary a7out sports e4uipment./ee0

)I;


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2. 6tudents /atch a 'ideo and perform a fe/ acti'ities to learn ho/ to tal0 a7out rules of hours

games and sports e4uipment.

3. 6tudents /rite simple instructions to e8plain a sport they li0e and do a reading

comprehension.

4. 6tudents read an e!mail a7out 7irthday plans to identify the use of 'er7 A gerund # 'er7 A

infiniti'e. They /rite their reply follo/ing a model.5. 6tudents do some reading and listening acti'ities related to guessing meaning.

6. 6tudents learn some e8pression used /hen e8pressing preferences to spea0 a7out their

o/n e8periences and ma0ing decisions.

?e'ie/ B &esson ,.1

1. 6tudents do some grammar and 'oca7ulary e8ercises reading listening and /riting

acti'ities to re'ie/ units % and ).

2. 6tudents read an article to learn 'oca7ulary a7out mo'ie genres and to tal0 a7out mo'ies./

3. 6tudents get familiar /ith /ord stress in relation to some common suffi8es

. 6tudents descri7e a popular mo'ie theyJ'e seen reh

4ui9 each other a7out it.

%. ;nit 1 Test

LEARNING UNIT "2

6pecificD7ecti'es

;n

der

sta

nd

te8t

s of

me

diu

m

co

mpl

e8it

y

rel

ate

d

to

fa

mili

ar

matters regularly encountered i

/or0 school leisure etc

;nderstand the main point o

current affairs or topics of persona

or professional interest /hen th

deli'ery is relati'ely slo/ and clear

5.2. Can deal /ith most situations li0el

to arise in common con'ersations

on topics that are familiar o

personal interest or pertinent t

e'eryday life "family ho77ies /or0tra'el and current e'ents$. Ca

connect phrases in a simple /ay i

order to

descri7e e8periences and e'ents

dreams hopes and am7itions

gi'ing reasons and e8planation for

opinions and plans.

5.3. ;nderstand short te8ts of mediumcomple8ity a7out topics consistin


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mainly of high fre4uency e'eryday language

descri7ing e'ents feeling and /ishes.

5.4. (roduce simple connected te8ts /ith

cohesion and coherence on topics /hich are

fa

mili

ar

or

of personal interest. Can descri7

e8periences and impression usin

the appropriate correspondin

linguistic elements.


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&earning *cti'ities

&esson ,.2 B ,.3

1. 6tudents listen to an audio a7out mo'ies and ma0e guesses and to understand details.

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2. 6tudents tal0 a7out acti'ities mo'ie ge hours

3. 6tudents read an article a7out o7sessi'e fans loo0ing for gist and details. They identify in

the te8t the use of some any no e'ery compounds and use them to tal0 a7out their

personal e8perience on this topic. 6tudents re'ie/ the use of Ls for posses

4. 6tudents do a fe/ listening acti'ities a7out o7sessi'e fans to identify main ideas details

and the use of Mso and such.5. 6tudents share stories a7out fansJstrangesto7sessionse8perience.

&esson ,.

1. 6tudents read a te8t to get familiar /ith 'oca7ulary a7out piracy and tal0 a7out it and to

identify the passi'e 'oice./

2. 6tudents learn ho/ to use the passi'e 'oice in oral and /ritten te8ts in the present and

past tenses.ho

3. 6tudents get familiar /ith the /ea0 forms of the passi'e 'oice.

4. 6tudents perform a fe/ reading and listening acti'ities related to passi'e 'oice.

&esson ,.% "B -.1$

1. 6tudents read a /e7page and ans/er 4uestions a7out reality sho/s.

2. 6tudents listen to a phone call to a radio station loo0ing for specific information and get, rd

familiar /ith fillers to impro'e their fluency. /ee0

3. 6tudents practice short dialogs in /hich they gi'e opinions using con'ersation fillers such )hours

as:you 0no/M yeah any/ay

4. 6tudents get familiar /ith 'oca7ulary related to technology.

5. 6tudents read a diary and listen to an audio to chec0 their comprehension

6. 6tudents produce short /ritten and oral te8ts using the ne/ 'oca7ulary

ac4uired. &esson -.2

1. 6tudents listen to short con'ersations to get familiar /ith 'oca7ulary related to phrasal

'er7s and the place of pronouns in sentences containing such 'er7s./

2. 6tudents practice their intonation of yes#no and information 4uestions.

3. 6tudents role play con'ersations a7out technological ad'ances.ho

4.6tudents re'ie/ the structures and 'oca7ulary learnt in this unit.

5. ;nit 2 Test

LEARNING UNIT :2

6pecificD7ecti'es

;nder standte8ts

of me

dium comple8ity related tfamiliar matters regularly

encountered in /or0 schoo

leisure etc. ;nderstand the mai

point on current affairs or topics o

personal or professional interes


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/hen the deli'ery is relati'ely slo/ and clear.

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5.2. Can deal /ith most situations li0ely to arise in common con'ersations on topi

that are familiar of personal interest or pertinent to e'eryday life "family ho77ie

/or0 tra'el and current e'ents$. Can connect phrases in a simple /ay in order

descri7e e8periences and e'ents dreams hopes and am7itions gi'ing reason

and e8planation for opinions and plans.

5.3. ;nderstand short te8ts of medium comple8ity a7out topics consisting mainly high fre4uency e'eryday language descri7ing e'ents feeling and /ishes.

5.4. (roduce simple connected te8ts /ith cohesion and coherence on topics /hic

are familiar or of personal interest. Can descri7e e8periences and impressio

using the appropriate corresponding linguistic elements.

&earning *cti'ities Time

&esson -.3

1. 6tudents read and listen to an article a7out future in'entions. They do some reading and

listen acti'ities to chec0 their comprehension. th/ee

2. 6tudents identify future forms: /ill # going to and learn ho/ to use them in the production )

of /ritten and oral te8ts.hour

3. 6tudents tal0 a7out future in'entions and future reality guided 7y a fe/ 4uestions.

&esson -. B -.%

1. 6tudents read an article a7out technology and con'ersation 0illers. They e8press their

opinion a7out it and con'ersation s0ills.

2. 6tudents listen to three dialogs and read to cartoons to identify more future forms: presentsimple present continuous /ill going to and re'ise# learn their different use.

/3. 6tudents create short con'ersations related to different personality types using the

appropriate future structure.h

4. 6tudents perform some reading and listening acti'ities a7out fortune 5telling.

5. 6tudents learn 'oca7ulary and e8pressions used /hen ma0ing predictions and use them

in short oral dialogs.

?e'ie/ % B &esson .1

1. 6tudents do some grammar 'oca7ulary reading and listening acti'ities to re'ise units ,

and -.11 t

2. 6tudents learn ne/ 'oca7ulary related to /eddings. They listen to a /edding planner to /ee

chec0 their comprehension and discriminate the use 7et/een be and get . )hou

3. 6tudents listen to a dialog and identify details to complete a ta7le /ith the gi'en

information.

. 6tudents tal0 a7out /edding in different cultures and plans for their /edding using the

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'oca7ulary pre'iously ac4uired.

&esson .2 B .3

1. 6tudents read an article a7out a memora7le /edding and identify adecti'es /ith ed and

ing and their uses.

2. 6tudents tal0 a7out romance marriage /eddings and feelings using the adecti'es

learned in this section.

3. 6tudents get familiar /ith the 'oca7ulary related to romance as /ell as common ad'er7s.

They e8press their opinion a7out lo'e and romance guided 7y some 4uestions. 1/

. 6tudents listen to a dialog and identify the use of second conditional. They perform)

'arious acti'ities to learn ho/ and /hen to use this ne/ structure.h

5. 6tudents tal0 and produce short te8ts a7out impossi7le or unli0ely situations.

6. 6tudents ta0e a 4ui9 a7out ealousy and share their opinions a7out it.

7. ;nit 3 Test

LEARNING UNIT 72

6pecificD7ecti'es

;n

der

sta

nd

te8t

s of

mediu

m

co

mpl

e8it

y

rel

ate

d

to

fa

mili

ar

ma

tter

s

regula

rly encountered in /or0 schoo

leisure etc. ;nderstand the mai

point on current affairs or topics o

personal or professional interes

/hen the deli'ery is relati'ely slo/

and clear.

4.2. Can deal /ith most situations li0el

to arise in common con'ersations

on topics that are familiar o

personal interest or pertinent t

e'eryday life "family ho77ies /or0

tra'el and current e'ents$. Ca

connect phrases in a simple /ay i

order to

descri7e e8periences and e'entsdreams hopes and am7itions

gi'ing reasons and e8planation for

opinions and plans.

4.3. ;nderstand short te8ts of medium

comple8ity a7out topics consistin

mainly of high fre4uency e'eryda

language descri7ing e'ents feelin

and /ishes.

4.4. (roduce simple connected te8t


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/ith cohesion and coherence on topics

/hich are familiar or of personal interest.

Can descri7e e8periences and impression

usi

ng

the

appropriate correspondin

linguistic elements.


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&earning *cti'ities

&esson . B .%

1. 6tudents get familiar /ith 'oca7ulary related to performers.

2. 6tudents listen to people speculating and learn a7out modals of pro7a7ility: may might

could must canJt. They do some fi8ing

3. 6tudents read an article loo0ing for specific information.

. 6tudents tal0 a7out performing and performers.

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%. 6tudents read an article a7out family relationships to identify main ideas most important

facts causes and effects.

). 6tudents learn a fe/ e8pressions used to gi'e ad'ice and role play situations in /hich

they /ould apply similar language.

&esson 1.1 B 1.2

1. 6tudents get familiar /ith 'oca7ulary related to causes and symptoms of stress.

2. 6tudents listen to people tal0ing a7out /ays of relie'ing stress. They perform listening

comprehension acti'ities to order ideas and identify details. 1

3. 6tudents produce /ritten and oral te8ts a7out causes and symptoms of stress. /ee)

. 6tudents get familiar /ith 'oca7ulary a7out lifestyle changes and read te8ts to identify hou

specific details.

%. 6tudents tal0 a7out lifestyle changes and /rite a te8t a7out them.

). 6tudents learn a7out relati'e pronouns and use them to descri7e photos.

&esson 1.3 B 1.

1. 6tudents read and listen to a mo'ie re'ie/ to learn a7out attitude to/ards money and

alternati'e lifestyles and get familiar /ith the related 'oca7ulary.

2. 6tudents tal0 and /rite 1%

3. a7out their attitudes to/ards money and alternati'e lifestyles. /ee)

. 6tudents listen to a con'ersation a7out school reunions to identify 'er7 tenses. hou

%. 6tudents re'ie/ the /ay ofho/ Aas0ing*d#*d'M4uestion4uestistress.

). 6tudents get to 0no/ some cy7er =nglish e8pression and use them to /rite te8t

messages.

&esson1.% B ?e'ie/ )

1. 6tudents discuss strategies for reading faster.

2. 6tudents read and listen to an article to learn ho/ to descri7e people and things. They do 1)

some oral acti'ities to practice the ne/ 'oca7ulary. /ee)

3. 6tudents do some grammar 'oca7ulary reading listen and /riting acti'ities to re'ie/ hou

units B 1.

. ;nit Test

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A%%e%%en! In%!r$en!%2

1. Dral *ssessment 6heet

2. ?u7rics for Dral *ssessment

3. riting *ssessment 6heet

4. ?u7rics for ritten *ssessment

5. Chec0list for ?eading Comprehension

6. Chec0list for &istening Comprehension

7. ritten =8am

Bi,lio'ra)&i+al Referen+e%

1• 6=&IG6DN (aul B D>G6DN =laine"213$ =NG&I6 I>! ?IC@DN> 25;nited Oingdom

2• Eadalamenti +ictoria and enner 56tanchina Carolyn Grammar >imensions

P einle and einle (u7lishers ;6* 2.Oesner Eland 6usan MGrammar 6ense123D8ford ;ni'ersity (ress =ngland 2.

Bi,lio'ra)&* 0 Di+!ionarie%

1• @D&IN6OF 6T=+=N y E&I66 EI&& ord 7y ord 5(icture >ictionary

=d. (rentice all ?egents Ne/ Qersey!;6* 1 &DNG@*N *cti'e 6tudy>ictionary of =nglish %ta ed. =d. &ongman Group ;O. &imited =sse8!=ngland13.

2• I&&I*@6 =>IN The Eantam Ne/ College ?e'ised 6panish =nglish>ictionary =d. Eantam Eoo0s Ne/ For0!;6* 1-.

On line

1• ///.cam7rigedictionaryonline.com

2• ///./ordreference.com

3• >iccionario 5Traductor http:##dictionary.reference.com#translate#

4• ///.oup.com#elt#glo7al#products#head/ay#elementary

5• ///.oup.com#elt#glo7al#products#englishforlife

6• ///.oup.com#elt#glo7al#products#inenglish

7• ///.oup.com#elt#glo7al#products#result#engelem

8• ///.learnningenglish.com

http://www.cambrigedictionaryonline.com/http://www.cambrigedictionaryonline.com/http://www.wordreference.com/http://www.wordreference.com/http://dictionary.reference.com/translate/http://www.learnningenglish.com/http://www.learnningenglish.com/http://www.wordreference.com/http://dictionary.reference.com/translate/http://www.learnningenglish.com/http://www.cambrigedictionaryonline.com/


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Oral Assessment SheetDate: ______________ Level: ____________

Group: _______________ Teacher: ____________________

STUDENT’S NAMFluency

Coherence Grammar Vocabulary Pronunciation Tota

1

2

3

4

!

"

#$

1%

11

12

13

14

1

1!

1"

1#

1$

2%

21

22

23

24

2

2!

2"

2#

2$

3%

31

32

33

34

3

3!

3"3#

I;C!6(* 5+2 (


28/37

RUBRICS FOR ORAL ASSESSMENT:

Indicator ! " #

Pau&e& an' (pea)& (pea)& mo&tly *l+ay& &pea)&Fl$enc% he&itate& mo&t &u,ciently in complete in complete

o- the time. clearly an' &entence& +ith &entence& +ith

&earchin/ -or 'i&tinctly. +ith only a -e+ no interruption&

+or'& &ome interruption& nor he&itation

interruption& an' he&itation

an' he&itation

Coherence The &entence& The &entence& The &entence& The &entence&are are &u,ciently are coherent are al+ay&

'i&connecte' connecte' an' an' relate' to coherent an'an'incoherent0 coherent to the the topic mo&t relate' to the

t i& har' to tell topic0 o- the time0 topic0

+hat the topic

+a&0

*pplie& Choo&e& the &e& the

&rammar (ho+& very /rammar correct /ramatical

little )no+le'/e &tructure& to /rammar&tructure&

learnt

an' no ma&tery -orm &entence& &tructure& to correctly an'

o- /rammar +ith &ome -orm &entence& ea&ily

&tructure& error& an'mo&t o- the

time

incon&i&tencie&

'oca($lar%2&e& very

&e& a

&u,cient2&e& an

2&e&limite' ran/e o- a'euate ran/eappropriate an'

vocabulary vocabulary0 o- vocabulary0 varie'

(ome error& in vocabulary

+or' u&a/eaccor'in/ to

the

level

(pea)& clearly

)ron$nciation 4-ten mumble& (pea)& (pea)& clearly an' 'i&tinctly

or can not be &u,ciently an' 'i&tinctly all 51%%6$78un'er&too'0 clearly an' mo&t o- the the time +ith

'i&tinctly +ith time +ith -airly /oo'


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*ritin+ Assessment SheetDate: ______________ Level: ____________

Group: _______________ Teacher: ____________________

STUDENT’S NAMContent r/ani9ation *chievement &e o- Correctne&& Total

o- purpo&e lan/ua/e

1

2

3

4

!

"#

$

1%

11

12

13

14

1

1!1"

1#

1$

2%

21

22

23

24

2

2!

2"

2#

2$

3%

31

32

33

34

33!

3"


31/37

RUBRICS FOR *RITTEN ASSESSMENT:

Indicator ! " #

Content Very poor an' (impli&tic an' (ati&-actory ;ective an'

in&u,cient emer/in/ pre&entation o- en/a/in/

thou/ht& an' pre&entation o- thou/ht& an& pre&entation o-

&upportin/ thou/ht& an' 'etail& thou/ht& an'

'etail& 'etail& 'etail&

Or+ani,ation Very little n8

Achie-emento. Purpo&e i& very Purpo&e i& Purpo&e i& Purpo&e i&

)$r/os

e va/uely e&tabli&he' but clearly clearlye&tabli&he' not +ell e&tabli&he' an' e&tabli&he' an'

&u&taine' /enerally e;ectively

&u&taine' &u&taine'

Va/ue. ?ainly &imple Vocabulary i& Preci&e an'

Use o. impreci&e or but &u,ciently appropriate to e;ective

lan+$a+e inappropriate preci&ethe purpo&e

an' vocabulary i&

vocabulary i& &entence& are &entence& areu&e'0

(entence&

u&e' u&e'. o-ten mo&tly +ell vary in len/th

lac)in/ in &tructure' an' pattern0

variety

&e& &in/le Te=t contain& Te=t contain& Te=t contain&

Correctness +or'& an' error& that minor error&. e&&entially no

'i&connecte' +hich inter-ere none o- +hich error& +hich

phra&e&@ +ith clarity o- inter-ere& +ith inter-ere +ith

e=hibit& little communication clarity o- clarity o-

a+arene&& o- communication0 communication


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C0EC1LIST FOR READIN& COM)RE0ENSION:23 Ne-er 3 In.re4$entl% ! 3 Fre4$entl% " 3 Mostl% # 3 Al5a%s

INDICATORS

1'entiBe& purpo&e -or'entiBe& mainpoint&.

'entiBe& 'etail&an' ?onitor& :=pre&&e& opinion

T

rea'in/ an' ma)e&-act& an' opinion&that

i& able to recallthem un'er&tan'in/ o- the be-ore the i'ea& O

TUDENT’SFULLNAME pre'iction& be-ore an' may be relate' to thete=t an' u&e&&trate/ie& &u//e&te' by the T

'urin/ rea'in/ te=t to B/ure out the author an' u&e& ne+ Ameanin/ o- ne++or'& vocabulary in L

&pea)in/ an' +ritin/


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C0EC1LIST FOR LISTENIN& COM)RE0ENSION:23 Ne-er 3 In.re4$entl% ! 3 Fre4$entl% " 3 Mostl% # 3 Al5a%s

INDICATORS

Determine& e=actlyPay& care-ulattention *&)& e;ective Can i'enti-y an' 2n'er&tan'&

TO

TUDENT’SFULLNAME +hat he or &he nee'& to relevant verbal ue&tion& to clari-y &ummari9e the in&truction& an' Tto )no+ in-ormation verbal in-ormation &pea)er& m au'io& beyon' &ur-acemeanin/ A

L

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*RITTEN E6AM

Names: 7777777777777777777777777777777777777777777 Date: 7777777777777

Teacher: 777777777777777777777777777777777777777777 C%cle: 7777777777777 &ro$/:777777777777

9. LAN&UA&E IN USE: &rammar8 -oca($lar%8 .$nctional lan+$a+e8/ron$nciation

35. READIN&:

III9 LISTENIN&:

I'9 *RITIN&:


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