SYLLABUS: ENGLISH I I. GENERAL INFORMATION · PDF fileInterview a classmate about what there ... questionnaire. Compositions: Write a 40 – 50 word text about favorite places

UNIVERSIDAD TÉCNICA DEL NORTE CENTRO ACADÉMICO DE IDIOMAS

FULLTIME COURSE

SYLLABUS: ENGLISH I

I. GENERAL INFORMATION ABOUT THE SUBJECT, MODULE OR COURSE:

1.1. SUBJECT: ENGLISH I

1.2. ACADEMIC PERIOD April - 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 CH: 160 AH: 160

1.6. Pre-requisites: NONE

1.7 Co-requisites: Subjects from the major

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 satisfies the increasing demand to communicate in English to obtain better educational or job opportunities and more meaningful interaction with other cultures. The Ecuadorian society requires future professionals 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 throughout five levels, at a rate of ten hours a week to attain the skills to communicate and to approve an international evaluation by working with them throughout five levels, at a rate of ten hours a week.

mailto:[email protected]

English I is the beginning of this groundbreaking course of language and skills development that helps learners to communicate naturally and effectively. It starts introducing vocabulary and basic grammar structures to exchange personal information and to keep a conversation going using every day expressions. It continues by learning to describe friends, family, people´s personalities, life styles and neighborhoods. It enables the student to establish a conversation about routines, hobbies, habits, weather, shopping and tourism. It ends by talking about the recent past. English 1 contributes to CAI´s Learning Results: a) Ability to apply knowledge of English in the workplace and personal life; b) Ability to diagnose and analyze problems; 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; h) Commitment to continuous self-learning throughout ones professional life; 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. OBJETIVES FOR THE SUBJECT. With the aim to communicate in English as a foreign language, each objective will cover Listening and Reading comprehension (receptive), Oral and Written communication (productive). Thinking and Studying skills and Cultural awareness. By the end of First Level, the student should be able to:

a) Develop communicative skills to greet, exchange personal information, say where people and things are, make requests and apologize.

b) Describe family, friends and routines and every day expressions.

c) Discuss hobbies, habits and advertising. Ask and tell the time, make suggestions.

d) Talk about clothes, gifts and shopping habits. Describe the weather, leave phone messages and say how the week is going.

e) Give sightseeing information, talk about counties you want to visit. Discuss international foods, places, and people. Ask and give information about the recent past.

f) Describe experiences. Talk about a vacation, a funny story, food likes and dislikes, eating habits. Make requests, offers and recommendations.

LEARNING OUTCOMES

ASSESSMENT & EVALUATION STRATEGIES

Evidence (Product, performance, knowledge)

Achievem

ent criteria

and level

Techniques and

tools

Weighted grade

1º Term

2º Term

T

Says hello and good bye, where people are, asks where things are in a room as well as introduces him / herself, exchanges personal information to complete an application, and makes requests and apologies.

UNIT 1 Classwork Introducing oneself activity. Survey (Students go around the class and ask five classmates their first and last names and take notes of it on a form) Homework Complete an application with a few details (first name, last name, ID number, e-mail address, phone number) UNIT 2 Classwork (pairs) Describing classroom objects with prepositions and expressions of location. Homework Write sentences describing the location of objects in a room at home.

90% of the students achieve the category three (good) or above.

Practical demonstrations Role plays. Observation. Class participation. Interviews. Tasks. Foldable. Fill in forms.

3

3

Talks about

favorite

celebrities,

friends, family

and lifestyle as

well as

describes

people’s

personalities,

typical

mornings, and

discusses

weekly

routines.

UNIT 3 Classwork Describing people’s personality. Student use a picture of their family. Homework Design a family tree. Students write about three of their family members. Composition 1. All about me. Short paragraph (about

40 words) about personal information, favorite things and family members.

Written Quiz Units 1 to 3 Oral Quiz Units 1 to 3 Unit 4 Classwork Talk about routines using pictures to guide the presentation.


Presentations. Role plays. . Survey. Tasks. Fill in charts. Short articles. Write e-mails. Sample quiz

3 6

Suggested source: http://www.vocabulary.cl/Lists/Daily_Routines.htm. Homework Write about daily routines and post it on Yammer, or use the virtual class.

Discusses free

time activities

and advertising

as well as talks

TV shows, TV

viewing habits

and describes a

neighborhood.

Unit 5 Classwork Talk to a partner about how often some family members do things. Homework Write about activities families do together. Unit 6 Classwork Watch the video, episode 2, act 2, then complete the exercise given in the video guide. Homework Interview a classmate about what there is and there isn´t in their neighborhood. Build up a How do you like your neighborhood? questionnaire. Compositions: Write a 40 – 50 word text about favorite places in town. Written Quizzes U. 4 / 6 Oral quizzes


Presentations. Role plays. . Survey. Tasks. Fill in charts. Short articles. Write e-mails. Sample quiz.

4

10

SECOND TERM

Describes the

weather and

talks about

sports,

exercises and

clothes also

says how his /

her week is

going, asks for

and gives

prices, exercise

advice and

discusses

shopping

habits.

Unit 7 Classwork Poster display about My perfect day in someone’s life using a guided writing text about it. Homework Write a magazine article about a sport or fitness activity. Think of a title and three headings. Use imperatives for advice Unit 8 Classwork Role play: In the store. Homework Make a clothing catalog (include name of the company, women and men’s clothing, prices)


Presentations Brainstorm Role plays Interviews Tasks Fill in charts Short articles Write an article Complete responses Sample quiz

2.5

2.5

http://www.vocabulary.cl/Lists/Daily_Routines.htm

http://www.vocabulary.cl/Lists/Daily_Routines.htm

Gives

sightseeing

information as

well as talks

about

countries they

want to travel

and how they

remember

things,

discusses

international

foods, places

and people,

and asks for

information

about the past.

Unit 9 Homework Get information about a touristic destination from internet and write a paragraph about it Classwork Using the information students got for their homework, they make a travel guide brochure. Compositions Write a paragraph about your favorite store. Written Quizzes U. 7 / 9 Oral quizzes Unit 10 Homework Weekly journal: write about your last week activities (use the virtual classroom) Classwork Role play on the best vacation ever (acting it out in pairs or groups of three students)


Presentations. Role plays. . Interviews. Tasks. Label pictures. Fill in charts. Short articles. Ordering events. Sample quiz

2.5 5

Talks about

favorite

celebrities,

friends, family

and lifestyle as

well as

describes

people’s

personalities,

typical

mornings, and

discusses

weekly

routines.

Unit 11 Homework Vocabulary notebook on p. 116. Past experiences Classwork My first experience at school(create a poster and share it with classmates Unit 12 Homework Prepare a typical dish or snack by highlighting the main ingredients and quantities needed (videotape it and upload it to the virtual classroom) Classwork Are you a healthy or an unhealthy eater? (Speaking activity. Work in groups, then present it to the class) Compositions Write about something funny that happened to you so far. Written Quizzes U. 10 / 12 Oral quizzes


Presentations

Role plays

Interviews

Tasks

Label pictures

Fill in charts

Short articles

Ordering events

Sample quiz

5

10

2.4. SYLLABUS PROGRAMMING:

1º Educational Objectives for the subject:

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. 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 30 to April 13


All about you / In class Theory (T): Previous knowledge review. Inductive / Deductive Grammar. Demonstrations. Associative Vocabulary. Observation. Practical (P): Reading & Listening Activities. Brainstorming. Individual / Pair / Group work:

6 14 20

ACACAIT1 Touchstone 1

Units 1, 2

G: Simple Present verb be. Yes/No, what & where questions. Articles (a/an, the, this, these). Noun plurals. Possessives.

R: Identity cards, documents and conversations.

L: Personal information, classroom instructions and conversations.

S: Introduce him/herself and a celebrity.

W: Complete an application; write and answer questions.

LS: Take notes.

-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.

April 14 to April 29

Talks about favorite

celebrities, friends,

family and lifestyle as

well as describes

people’s personalities,

typical mornings, and

discusses weekly

routines.

Favorite people / Everyday life Theory (T): Previous knowledge review. Inductive / Deductive Grammar. Demonstrations. Associative Vocabulary. Observation. Practical (P): Reading & Listening Activities. Brainstorming.

8 14 22


Units 3, 4

G: Verb be: Yes/no & Info Questions. Simple Present

R: Family tree / A magazine article.

L: Descriptions & fill in missing words. Infer information.

S: Show interest and surprise. Say more than yes/no.

W: Write an e-mail. Prepositions for time and place.

LS: Use technology in class.

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.

April 30 to

May 14

Discusses free time

activities and

advertising as well as

talks TV shows, TV

viewing habits and

describes a

neighborhood.

Free time / Neighborhoods Theory (T): Previous knowledge review. Inductive / Deductive Grammar. Demonstrations. Associative Vocabulary. Observation. Practical (P):

6 14 20


Units 6, 5

G: Simple Present, frequency adverbs, there is/are, suggestions with let´s, adjectives.

R: Magazine article / Classifieds.

L: Predictions, radio broadcast.

S: Agee with someone. List differences. Make suggestions.

W: Write a message on the web, a bulletin board.

LS: Use technology in class. 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. Listen to music.

SECOND TERM

May 15 to

May 25

Describes the weather

and talks about sports,

exercises and clothes

also says how his / her

week is going, asks for

and gives prices,

exercise advice and

discusses shopping

habits.

Out and About / Shopping 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.

4 10 14


Units 7, 8.

G: Present Continuous, Yes/no Qs, how much, how many, demonstrative articles, imperatives.

R: Magazine articles.

L: Conversations, shopping habits and preferences

S: Describe the weather. Leave phone messages. Talk about clothes, sports, gifts, shopping habits. Give advices.

W: Article, advices, reasons recommendations. Linking words.

LS: Take notes

Essays. Watch videos. Listen to music.

May 26 10 to June 9

Gives sightseeing

information as well as

talks about countries

they want to travel and

how they remember

things, discusses

international foods,

places and people, and

asks for information

about the past.

A wide world / Busy lives 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.

8 14 22 ACACAIT1 Touchstone 1 Units 9, 10

G: Past Simple, Yes/no Qs, Can & can’t. Verbs.

R: Touristic places around the world, Ashley’s journal.

L: Conversations, descriptions about the week.

S: Different countries, past activities. W: Paragraph for a web-page. Journal. Order events. Use of commas.

LS: Technology in class

Readings. Projects. Essays. Watch videos. Listen to music.

June 10 to July 28

Talks about favorite



well as describes

people’s personalities,

typical mornings, and

discusses weekly

routines.

Looking back / Fabulous food 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.

6 56 62 ACACAIT1 Touchstone 1. Units 11, 12.

G: Simple Past: Be, Yes/no Qs, Info Qs, Countable and Uncountable nouns. How much / many. Quantifiers.

R: Letter ¨A funny story;¨ Restaurant guide.

L: Conversations, funny stories, lunch time, recommendations.

S: Describes experiences, vacations, funny stories; likes, dislikes; offers, requests and recommendations

W: Restaurant review. Punctuation for quotations or speech

LS: Technology in class.

Information Analyzes. Readings. Projects. Essays. Watch videos. Listen to music.

2.5 MATERIALS:

Mc Carthy M., McCarten J. & Sandiford H. (2010). Touchstone 1. New York, U.S.: Cambridge University Press. (Student´s full version. Teacher´s edition)

Touchstone1 Arcade.

Touchstone1 Whiteboard.

Readers: (chosen by the teacher and students)

Links: www.cambridge.org/corpus www.macmillan.com.mx, www.macmillanenglish.com,

www.grupomacmillan.com

http://spanish.ecuador.usembassy.gov/ [email protected]

http://www.cambridge.org/corpus

http://www.macmillan.com.mx/

http://www.macmillanenglish.com/

http://www.grupomacmillan.com/

http://spanish.ecuador.usembassy.gov/

mailto:[email protected]

2.6 RESOURCES:

CD players, board, markers.

Laptop / speakers.

Videos (DVDs).

Student’s book

Readers book

Internet.

Projector.

Libraries.

Labs.

Hands on material.

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 groups 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 (Complete 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 about 10% of the minimum wage salary.

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 the class, for every academic hour in class. Teachers should:

Take the time to familiarize the students with the syllabus and show them where to find it. Get to and leave class on time. Plan the lesson. Build up their own quizzes and tests for students. Review and grade students’ homework, classwork and tests. 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 Teachers´ Curriculum Vitae 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.

GENERAL PLANNING INFORMATION: Semester March 30th – July 31st, 2015

March 30th: Introduction, getting to know each other, syllabus, and readers $17.63.

March 31st. Diagnostic Test.

April 7th, 8th: Placement Test.

April 13th, 14th: Ask Nury for the Formal Lists. Pick up Student´s Registrations, Verify Information.

April 17th: Hand in the White UTN Folder with the students´ Registrations in Alphabetical Order to Patty.

Every Summative Evaluation should be graded over 10 (Classwork, Homework, Compositions, Quizzes, Test)

May 15th: Let the students know their GPA/10 for the First Term. Enter First Term grades into the system.

June 10th, 11th, 12th: English Convention.

June 30th: Let the students know their GPA/5 for the Second Term.

July 6th: Institutional Test Grading.

July 7th-17th: UTN Festivities.

July 20th: Inform the students their GPA/10 for the Second Term.

July 21st: Enter Second Term grades into the system.

July 22nd, 23rd, 24th: Reinforce knowledge on students who need to take the supplementary.

July 27th: Supplementary Test.

July 28th, 2015: Enter Supplementary grades into the system.

July 29th: Hand in the hard copy of the grades report from the UTN´s system to Nury, the latest 5:00 p.m.

July 30th, 31st: Organize your documents: Portfolio, Grades Report Backup and Statistics, save it on a CD and hand it in the CAI

Secretary office, the latest by 5:00 p.m. July 31st.

EVALUATION: The semester is divided in Two Terms. The Grade for the FIRST TERM will be attained as follows:

Two Written Quizzes: 2.5 points. April 21 (Quiz Units 1, 2, 3); May 12 (Quiz Units 4, 5, 6)

Two Oral Quizzes: 2.5 points. April 22nd , 23rd (Oral, Units 1, 2, 3); May 13th , 14th (Oral Units 4, 5, 6)

Two Compositions: 2 points. (Composition 1 on April 17th, Composition 2 on May 11th)

Six Classwork / Six Homework Assignments: 3 points.

The Grade for the SECOND TERM will be attained as follows:

Two Written Quizzes: 1.25 points. June 1st (Quiz Units 7, 8, 9); June 26th (Quiz Units 10, 11, 12).

Two Oral Quizzes: 1.25 points. June 2nd, 3rd (Oral, Units 7, 8, 9); June 29th, 30th (Oral Units 10, 11, 12).

Two Compositions: 1 point. (Composition 1 on May 29th, Composition 2 on June 24th,)

Six Classwork / Six Homework Assignments: 1.5 points.

One Institutional Test: 5 points.

2.5 points Written Test on July 1st.

2.5 points Oral Test on July 2nd, 3rd.

Supplementary: July 27th. Every TERM will be graded over 10 points

ANEXOS: RUBRIC CRITERIA BASED ON THE LEARNING OUTCOMES:

Learning

Outcome

Rubric

5

10/10

4

9/10

3

8/10

2

7/10

1

6 or lower /10


Excellent oral and writing skills to use target vocabulary and grammar structures to say hello and good bye,

where people are, ask

where things are in a

room as well as

introduce him / herself,

exchange personal

information to

complete an

application, and make

requests and apologies.

Does not make

mistakes.

Very good oral and writing skills target vocabulary and grammar structures to say hello and good

bye, where people

are, ask where

things are in a

room as well as

introduce him /

herself, exchange

personal

information to

complete an

application, and

make requests and

apologies.

Good oral and writing skills to use target vocabulary and grammar structures to say hello and good bye, where people are, ask where things are in a room as well as introduce him / herself, exchange personal information to complete an application, and make requests and apologies. Unawareness of

mistakes.

Fair oral and writing skills to use target vocabulary and grammar structures to say hello and good

bye, where people

are, ask where things

are in a room as well

as introduce him /

herself, exchange

personal information

to complete an


requests and

apologies.

Makes frequent

mistakes.

Poor oral and writing skills to use target vocabulary and grammar structures to say hello and good bye,

where people are, ask

where things are in a

room as well as

introduce him / herself,

exchange personal

information to

complete an


requests and apologies.

Makes too many

mistakes.

Understands 100% of

the information read in

identification cards and

documents or listened

as instructions or

classroom

conversations.

Awareness of

mistakes and self-

monitoring of it.

Understands 90%

of the information

read in

identification cards

and documents or

listened as

instructions or

classroom

conversations.

Understands 80% of

the information read

in identification cards

or listened as

instructions or

classroom

conversations.

Understands 70% of


in identification cards

or listened as

instructions or

classroom

conversations.

Understands 60% or

less of the information

read in identification

cards or listened as

instructions or

classroom

conversations.

Talks about

favorite

celebrities,

friends, family

and lifestyle as

well as describes

people’s

personalities,

typical

mornings, and

discusses weekly

routines.

Excellent oral and

writing skills to use

target vocabulary and

grammar to talk about

favorite celebrities,

friends, family and

lifestyle as well as to

describe people’s

personalities, typical

mornings, and discuss

weekly routines.

Very good oral and


target vocabulary

and grammar to

talk about favorite


family and lifestyle

as well as to

describe people’s

personalities,

typical mornings,

and discuss weekly

routines.

Awareness of

Good oral and


target vocabulary

and grammar to talk

about favorite



well as to describe

people’s


mornings, and

discuss weekly

routines.

Fair oral and writing

skills to use target

vocabulary and



friends, family and


describe people’s



weekly routines.

Poor oral and writing


vocabulary and



friends, family and


describe people’s



weekly routines.

Does not make

mistakes.

Understands 100% of


an article or listened in

people’s descriptions

or in a short

conversation.

mistakes and self-

monitoring of it.

Understands 90%

the information

read in an article or

listened in people’s

descriptions or in a

short conversation.

Unawareness of

mistakes.

Understands 80% of


in an article or



short conversation.

Makes frequent

mistakes.

Understands 70% of


in an article or



short conversation.

Makes too many

mistakes.

Understands 60% or


read in an article or



short conversation.

Discusses free

time activities

and advertising

as well as talks

TV shows, TV

viewing habits

and describes a

neighborhood.

Excellent oral and



grammar structures to

discuss free time

activities and


to talk TV shows, TV

viewing habits and to

describe a

neighborhood.

Does not make

mistakes.

Understands 100% of


a short magazine

Very good oral and


target vocabulary

and grammar

structures to

discuss free time

activities and

advertising as well

as to talk TV shows,

TV viewing habits

and to describe a

neighborhood.

Awareness of

mistakes and self-

monitoring of it.

Understands 90%

of the information

Good oral and


target vocabulary

and grammar

structures to discuss

free time activities

and advertising as

well as to talk TV

shows, TV viewing

habits and to

describe a

neighborhood.

Unawareness of

mistakes.

Understands 80% of




vocabulary and


discuss free time

activities and




describe a

neighborhood.

Makes frequent

mistakes.

Understands 70% of


in a short magazine



vocabulary and


discuss free time

activities and




describe a

neighborhood.

Makes too many

mistakes.

Understands 60% or


read in a short

article and

questionnaire about

internet use as well as

a variety of classified

ads from a local

newspaper or listened

to in a short

conversation or a radio

broadcast for the times

and places of events.

read in a short

magazine article

and questionnaire

about internet use

as well as a variety

of classified ads

from a local

newspaper or

listened to in a

short conversation

or a radio

broadcast for the

times and places of

events.

in a short magazine

article and

questionnaire about

internet use as well

as a variety of

classified ads from a

local newspaper or

listened to in a short

conversation or a

radio broadcast for

the times and places

of events.

article and

questionnaire about



ads from a local


to in a short

conversation or a

radio broadcast for

the times and places

of events.

magazine article and

questionnaire about



ads from a local


to in a short

conversation or a radio

broadcast for the times

and places of events.

Describes the

weather and

talks about

sports,

exercises and

clothes also says

how his / her

week is going,

asks for and

gives prices,

exercise advice

and discusses

shopping habits.

Excellent oral and




describe the weather

and talk about sports,


also to say how his / her

week is going, ask for

and give prices,

exercise advice and to

discuss shopping

habits.

Very good oral and


target vocabulary

and grammar

structures to

describe the

weather and talk

about sports,

exercises and

clothes also to say

how his / her week

is going, ask for

and give prices,

exercise advice and

Good oral and


target vocabulary

and grammar

structures to


and talk about

sports, exercises and

clothes also to say

how his / her week is

going, ask for and

give prices, exercise

advice and to discuss

shopping habits.



vocabulary and





also to say how his /

her week is going, ask

for and give prices,


discuss shopping

habits.



vocabulary and





also to say how his /

her week is going, ask

for and give prices,


discuss shopping habits

Makes too many

mistakes.

.

Does not make

mistakes.

Understands 100% of


article about benefits

of walking for exercise

as well as famous

shopping spots around

the world or listened in

conversations in a

store and short talks

about what people do

in a week, what type of

exercise they enjoy

also shopping

preferences and habits.

to discuss shopping

habits.

Awareness of

mistakes and self-

monitoring of it.

Understands 90%

of the information

read in article

about benefits of

walking for

exercise as well as

famous shopping

spots around the

world or listened in

conversations in a

store and short

talks about what

people do in a

week, what type of

exercise they enjoy

also shopping

preferences and

habits.

Unawareness of

mistakes.

Understands 80% of


in article about

benefits of walking

for exercise as well as

famous shopping

spots around the


conversations in a


about what people

do in a week, what

type of exercise they

enjoy also shopping

preferences and

habits.

Makes frequent

mistakes.

Understands 70% of


in article about

benefits of walking for

exercise as well as

famous shopping

spots around the


conversations in a



in a week, what type

of exercise they enjoy

also shopping

preferences and

habits.

Understands 60% or


read in article about

benefits of walking for

exercise as well as

famous shopping spots

around the world or

listened in

conversations in a



in a week, what type of

exercise they enjoy

also shopping

preferences and habits.

Gives

sightseeing

information as

well as talks

Excellent oral and




Very good oral and


target vocabulary

and grammar

Good oral and


target vocabulary

and grammar



vocabulary and




vocabulary and


about countries

they want to

travel and how

they remember

things, discusses

international

foods, places

and people, and

asks for

information

about the past.

give sightseeing


talk about countries


how they remember

things, to discuss



to ask for information

about the past.

Does not make

mistakes.

Understands 100% of


a page from a travel

website with

information, pictures

and travel advice as

well as in a personal

journal or listened in

short conversations

about international

food, the origin and

meaning of words and

how people remember

structures to give

sightseeing

information as well

as talk about

countries they

want to travel and

how they

remember things,

to discuss


places and people,

and to ask for

information about

the past.

Awareness of

mistakes and self-

monitoring of it.

Understands 90%

of the information

read in a page from

a travel website

with information,

pictures and travel

advice as well as in

a personal journal

or listened in short

conversations

about international

food, the origin

and meaning of

words and how

people remember

structures to give

sightseeing

information as well

as talk about

countries they want

to travel and how

they remember

things, to discuss


places and people,

and to ask for

information about

the past.

Unawareness of

mistakes.

Understands 80% of


in a page from a

travel website with





short conversations

about international


meaning of words

and how people

give sightseeing



they want to travel

and how they

remember things, to

discuss international

foods, places and

people, and to ask for

information about the

past.

Makes frequent

mistakes.

Understands 70% of


in a page from a travel

website with





short conversations

about international



how people

remember things and

the method they use.

give sightseeing




how they remember

things, to discuss



to ask for information

about the past.

Makes too many

mistakes.

Understands 60% or


read in a page from a

travel website with





short conversations

about international



how people remember

things and the method

they use.

things and the

method they use.

remember things and

the method they use.

things and the method

they use.

Describes

experiences

such us the first

day of school or

work as well as

talks about a

vacation, food

likes and

dislikes, eating

habits, and

makes requests,

recommendatio

ns and tells

funny stories.

Excellent oral and




describe experiences

such us the first day of

school or work as well

as to talk about a

vacation, food likes and

dislikes, eating habits,

and to make requests,

recommendations and

to tell funny stories.

Very good oral and


target vocabulary

and grammar

structures to use

target vocabulary

and grammar

structures to

describe

experiences such

us the first day of

school or work as

well as to talk

about a vacation,

food likes and

dislikes, eating

habits, and to

make requests,

recommendations

and to tell funny

stories.

Good oral and


target vocabulary

and grammar

structures to use

target vocabulary

and grammar

structures to

describe experiences

such us the first day

of school or work as

well as to talk about

a vacation, food likes

and dislikes, eating

habits, and to make

requests,

recommendations

and to tell funny

stories.



vocabulary and


use target vocabulary

and grammar

structures to describe

experiences such us

the first day of school

or work as well as to

talk about a vacation,

food likes and dislikes,

eating habits, and to

make requests,

recommendations and




vocabulary and


use target vocabulary

and grammar

structures to describe

experiences such us

the first day of school

or work as well as to

talk about a vacation,

food likes and dislikes,

eating habits, and to

make requests,

recommendations and


Does not make

mistakes.

Understands 100% of


a letter telling a funny

story and a restaurant

guide or listened in

short conversations and

in two stories about

lunch and what they

want.

Awareness of

mistakes and self-

monitoring of it.

Understands 90%

of the information

read in a letter

telling a funny

story and a

restaurant guide or

listened in short

conversations and

in two stories

about lunch and

what they want.

Unawareness of

mistakes.

Understands 80% of


in a letter telling a

funny story and a

restaurant guide or

listened in short

conversations and in

two stories about

lunch and what they

want.

Makes frequent

mistakes.

Understands 70% of


in a letter telling a

funny story and a

restaurant guide or

listened in short


two stories about

lunch and what they

want.

Makes too many

mistakes.

Understands 60% or


read in a letter telling a

funny story and a

restaurant guide or

listened in short


two stories about lunch

and what they want.

Ibarra, March 18th 2015

g)…………………………………………

CAI’S PROFESSOR

Elaborated by: CAI Teachers, based on Alcides Aranda Aranda´s model.

Documents

SYLLABUS: ENGLISH I I. GENERAL INFORMATION · PDF fileInterview a classmate about what there ... questionnaire. Compositions: Write a 40 – 50 word text about favorite places