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Students Name ____________________________

Group name:____________
English _________
Coordinacin de Idiomas
Cuatrimestre Enero Abril 2014
My English Porftolio
1. Front page
2. Index
3. Lineamientos de la Coordinacin de idiomas
4. Framework
5. Diagnostic test
6. First nit !"idence
#a$er %acer&
'!( '1 ()$ric
'(* 1 ()$ric
+ask 1 listening compre,ension
Tour Guide. Workbook Page ! Tra"k !# Part $ and %
+aks 2 speaking acti"it-
What do you do in your neighborhood?
+ask 3 reading compre,ension
&eading 'or the main idea
Workbook p.!( Part $"ti)it* $ and %
+aks 4 writing acti"it-
What do you do in your neighborhood?
#a$er&
'lata.orma de /C /cti"idades 105 1 !xam
D'
/)tonom- /cti"ities
2. #econd nit !"idence
#a$er %acer&
'!( 2 ()$ric
'(* 2 ()$ric
+ask 1 listening compre,ension
+i'est*le. Wbook p., Tra"k !-. !!
+aks 2 speaking acti"it-
/i''eren"es. Wbook p 0.
+ask 3 reading compre,ension
$ll about li)ing green . Wbook p 1 part a
+aks 4 writing acti"it-
2* 3ournal Wbook p.1
#a$er&
'lata.orma de /C /cti"idades 105 1 !xam
D'
/)tonom- /cti"ities
3. +,ird nit !"idence
#a$er %acer&
'!( 3 ()$ric
'(* 3 ()$ric
+ask 1 listening compre,ension
Workbook p.,4 $"ti)it* , a and b.
+aks 2 speaking acti"it-
Who bu*s more56omen or men7
+ask 3 reading compre,ension
Workbook p.0# a.
+aks 4 writing acti"it-
Workbook p.0# b.".
#a$er&
'lata.orma de /C /cti"idades 105 1 !xam
D'
/)tonom- /cti"ities
4. 5e$ pages and $i$liograp,-
http:88666.english'orm*9ob."om
http:88666.englishe:er"ises.org
http:88666.saberingles."om
http:88666.learnenglish'eelgood."om
http:88666.usingenglish."om8
http:88666.grammarman"omi"."om
http:88666.e"le"ti"english."om
http:88666.englis"h;hil'en.de
http:88666."o"ktailtimes."om
http:88666.go!6eb."om
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/sistencia
+a asisten"ia a las "lases de idiomas es obligatoria * reper"ute dire"tamente en la e)alua"iAn del SE&. $l asistir se entregan las tareas a tiempo. se
puede parti"ipar. e:poner. * realiBar todas las a"ti)idades Cue permiten obtener notas aprobatorias * lograr la "ompeten"ia en el idioma e:tran9ero.
En "aso de ausen"ia. el alumno debe de 9usti'i"arlo mediante la dire""iAn de "arrera.
')nt)alidad
+a puntualidad es <N/<SPENS$%+E. es un hDbito Cue debe tenerse *a "omo ?ni)ersitarios. demuestra el respeto ha"ia otros "ompaEeros * ha"ia el
maestro * reper"ute dire"tamente en la e)alua"iAn del SE&.
Se reCuiere. Cue el alumno no e:"eda de -# minutos de toleran"ia para tener asisten"ia despuFs de este tiempo * en "asos e:traordinarios "on un
mD:imo de # minutos para poder ingresar en silen"io al salAn o laboratorio pero en el entendido Cue se tiene G$+T$. /espuFs de # minutos de haber
ini"iado la "lase 6* se permitir7 la entrada al salAn "omo una muestra de respeto a todos los presentes.
8aterial de +ra$a9o
ES =%+<G$T=&<= e indispensable traer a "ada "lase el libro de te:to * la diadema tele.onista * todo aCuel material impreso o digital Cue se le soli"ite
el pro'esor. En el entendido de Cue a partir del lunes - de ma*o. en "aso de no traer libro *8o diadema el alumno a"epta Cue no podrD ingresar al salAn
de "lases o laboratorio de idiomas.
/cti"idades en /)tonom:a
+os alumnos deberDn realiBar a"ti)idades para desarrollar o me9orar sus habilidades en el idioma. "ontando "on las siguientes op"iones:
$"ti)idades de auto; aprendiBa9e en el >entro de &e"ursos de <diomas H>&<I J a"ti)idades "ompletas al par"ial * "on temas espe"K'i"os
asignados por el pro'esor: He9er"i"ios de gramDti"a. )o"abulario. "an"iones. le"tura de "omprensiAn. reportes de pelK"ulas. et".I los "uales
deben de ser e)iden"iados en ho9as "u*o nombre diga: $"ti)idad >&< -. $"ti)idad >&< !. et". "on el sello del >&< * la 'e"ha de realiBa"iAn
para ser integradas a la "arpeta de e)iden"ia.
En "aso de Cue el alumno por traba9o no pueda realiBar las a"ti)idades del >&<. tendrD "omo otras op"iones la realiBa"iAn de la misma
"antidad de a"ti)idades tomadas de 'uentes e:ternas: internet. pelK"ulas. "an"iones. so't6are. et". Cue de alguna manera deberD de
e)iden"iar "on su pro'esor.
Luienes "ursen el idioma inglFs en algMn >entro de <diomas CuedarDn e:entos de las a"ti)idades de autonomKa siempre * "uando
demuestren mediante "onstan"ia su estudio * presenten "ada par"ial reporte de a)an"es: +ibreta de notas. a"ti)idades de libro u otros.
')eden tam$i;n reali<ar acti"idades de li$ros de certi.icacin =!+>'!+ - links relacionados a ellos.
Todas las a"ti)idades Cue el alumno reali"e en autonomKa se )erDn re'le9adas en sus "ali'i"a"iones en el apartado del saber.
'lata.orma !)rocs-s
El alumno debe realiBar todas * "ada una de las a"ti)idades * e)alua"iones de la plata'orma. en los tiempos Cue su pro'esor 'i9e para ello. Estas
a"ti)idades se re'le9arDn en el apartado del Saber.
/l)mnos con $a9o rendimiento escolar&
+os alumnos "on ba9o rendimiento es"olar deberDn de tomar asesorKas todo el tiempo Cue sea ne"esario independientemente de las horas de
autonomKa. El pro'esor titular tendrD la 'a"ultad de instruir * "omisionar a sus alumnos asistir a Fstas teniendo "omo mD:imo 0 espa"ios por grupo al
par"ial. +os alumnos deberDn de asistir a las asesorKas , horas a la semana. las "uales ini"ian a partir del lunes - de ma*o HdKas * horas por "on'irmarI.
+# de 2&1? a 3&?? p.m.
$l reprobar los par"iales - *8o !. el alumno deberD soli"itar una a""iAn de me9ora a su pro'esor. en "aso de Cue el pro'esor lo niegue reportarlo a la
siguiente dire""iAn de "orreo: gpatNut"an"un.edu.m: Es sumamente importante lle)ar a "abo di"ha oportunidad de me9ora en los tiempos * 'ormas Cue
el pro'esor indiCue.
Atentamente, Coordinacin de Idiomas.
Nombre * Girma del Pro'esor: _______________________________________________
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nidadl 1&
nidad +em7tica&
1 @HERE, THERE, AND EER!"HEREA
Brammar points
There is / There are
Some/Any, Several, Many/a lot of
Should
Imperative verbs
Coca$)lar-
Parts of the house
Places and attractions in a city ban!, museum, hospital, post office, par!, etc"#
Ad$ectives for describing places noisy, cro%ded, interesting, beautiful, etc&#
Prepositions of place/ location
Phrases for giving directions
F)nctions
describe his house
describe attractions around his neighborhood or a city
give directions to get to a specific point&
#a$er %acer 2?D
'er '1 @*n sale A ()$ric
Activity MA1.2P1A6PER
OBSERVATION GUIDE
Aim of the activity
The student is able to describe the characteristics of his/her house, mention different
places and/or attractions around his/her house and/or neighborhood and mention
where his/her house is located and provide directions to get there.
Po!"ct
PER: On sale!
Diectio#$
"a#e a map of $our cit$ where $our house is shown.
%raw $our house or ta#e a picture of it.
%raw the rooms inside the house or ta#e pictures of it.
Organi&e the map and the drawings or pictures in a Power Point Presentation
Prepare $ourself to name and number the rooms in $our house.
Prepare $ourself to mention the places and/or attractions around $our house and
neighborhood such as schools, ban#s, stores, etc.
Prepare $ourself to e'plain $our house!s location and the directions to get to it.
%escribe the map and the characteristics of $our house to the rest of the class.
( The Power Point Presentation )PPP* should contain at least + slides that will be used
as a visual aid for $our presentation.
(,ou have to include an appropriate picture of $our house )inside and outside* and a
map of $our neighborhood.
(,ou can use other drawings or words/phrases to help $ou remember the information
$ou will present. %o not write complete sentences in $our PPP. (The purpose of this
presentation in not reading but describing $our house and neighborhood with $our own
words.
(-hen beginning the presentation, $ou should greet the audience and sa$ the purpose
of $our presentation and when finishing $ou should than#, as# for .uestions and sa$
good b$e.
(%uring the presentation, #eep the e$e contact with $our audience and ma#e use of
ade.uate bod$ language.
%RITERIA
The $t"!e#t&.
Pece#t
a'e
(")fi))e
!
Not
f")fi))e
!
%omme#t$
describes his house/ gives
characteristics, and numbers
and names the rooms.
012
describes the e'isting places
around his/her neighborhood. 012
e'presses the specific location
of his house. 012
gives directions to get to his/her
house. 012
is fluent, pronounces correctl$
and gives correct intonation to
his description/ he shows he
rehearsed previousl$.
312
uses a PPP with at least +
slides, which contains pictures,
drawings or words/phrases and
a map.
042
greets and sa$s the purpose of
the presentation at the
beginning and than#s, as#s for
.uestions and sa$s good(b$e at
the end of the presentation.
042
#eeps the e$e contact with the
audience and uses ade.uate
bod$ language.
012
TOTA* 1++,
'ro '1 @Cacational place e0mailA ()$ric
Activity MA1.2P1A-PRO
%.E%/*IST
Aim of the activity
The student #nows and provides information about places and attractions in a cit$.
5e is able to describe places: what there is and there is not, where it is and how it
is. 5e also #nows how to as# for and provide directions to get to a place.
Po!"ct 6acational place e(mail
Diectio#$
7onte't:
,our friend wants to come to $our cit$ on vacations and as#s $ou to recommend
some places to visit. ,ou will choose a particular tourist destination and create an
e(mail for him/her. ,ou have to include attractions, activities to do, characteristics of
it, directions to get there, etc.
%ecide on the place that $ou will recommend to $our friend.
Prepare an e(mail of the chosen place including pictures, diagrams and maps.
8nclude in $our e(mail information related to specific characteristics,
attractions, locations, activities to be done and directions to arrive there and
directions to wal# around.
%RITERIA
The 0och"e&
Pece#ta
'e
(")fi))e!
Not
(")fi))e!
%OMMENTS
The e(mail includes the
destination!s name and has an
e(mail structure.
042
The e(mail includes pictures,
drawings and maps that ma#e it
attractive.
04 2
The e(mail mentions at least 9
important places and/or
04 2
attractions of the tourist
destination.
The e(mail describes places
using ad:ectives and using the
forms: there is/ are, is not/ are
not.
31 2
The e(mail recommends
activities to do.
31 2
The e(mail includes a s#etch
map of the destination with at
least 9 directions on how to get
there.
04 2
TOTA* 1++,
+ask 1 listening compre,ension
Tour Guide. Workbook Page ! Tra"k !# Part $ and %
+ask 2 speaking acti"it-
What do you do in your neighborhood?
As! learners to fill in the follo%ing chart'
Place Activity Time/fre(uency
Par! Play soccer In the morning / on Saturday
With the completed charts they %ill %or! in groups of four or five &The ob$ective is to e)change the
information as!ing and ans%ering each other& At the same time they are going to ta!e note of the
ans%ers in another chart&
+ask 3 reading compre,ension
&eading 'or the main idea. Workbook p.!( Part $"ti)it* $ and %
+aks 4 writing acti"it-
What do you do in your neighborhood?
With the completed charts they %ill prepare a %ritten report and %rite it in paragraph form&
As! learners to revie% the paragraph so that it is clear and readable& Also they have to revie% spelling
and punctuation&
#a$er 2?D
a. 'lata.orma de /C /cti"idades 105 1 !xam
$. D'
c& /)tonom- /cti"ities
#er 1?D
a. /)toe"al)acin /C
$. /)toe"al)acin del pro.esor& 'articipacin - actit)d.
nidad 2&
nidades +em7ticas&
2 . @DI##ERENT $TR%&E$'
Brammar points
Present progressive tense
Simple Present tense
Present progressive vs simple present
Spelling rules for *ing verbs
+erbs not used in the progressive form' li!e, !no%, %ant, need
Coca$)lar-
Time e)pressions' no%, right no%, these days&
,ifestyles ad$ectives
Activities to promote a green life style
-egular and Irregular Adverbs of manner
F)nctions
tal! about different lifestyles
tal! about life right no% and in general
describe %hat learners do to help the environment
describe personal action plans
#a$er %acer 2?D
'er '2 @Cideo 'resentation a$o)t t,e !n"ironmentA ()$ric
Activity MA1.2P2A6PER
OBSERVATION GUIDE
Aim of the activity
The student is able to e'press specific actions happening at the moment of spea#ing
and describe habits related to his/her lifest$le.
Po!"ct
Vi!eo 1e$e#tatio# a0o"t the e#vio#me#t
Diectio#$
,ou are aware of the current climate changes and the environmental problems the
Earth is suffering. ;or that reason, $ou decide to do something to protect the
environment. That tas# is to record on video the actions that $ou usuall$ do to save the
planet. The purpose of the video is to present it to the class and describe those actions
<gree with a classmate to wor# on this pro:ect.
%ecide the specific topic in which $ou will wor# on. ;or e'ample, water shortage,
global warming, pollution, deforestation, etc.
The two of $ou have to design an action plan to contribute to overcome the
selected problem.
%ecide the specific actions that each one of $ou is going to do.
%o the actions and record them in video.
=how the video to the class and present $our action plan to $our classmates and
teacher.
Prompt $our classmates to ma#e .uestions about $our presentation.
%RITERIA
The $t"!e#t&.
Pece#ta
'e
(")fi))e! Not
f")fi))e!
%omme#t$
recorded the video in a real setting& ./ 0
does at least three relevant actions& ./ 0
describes in detail the actions
happening in the video&
.1 0
e)presses his/her habits or life
style and ho% they can have a
positive or negative effect on the
environment&
2/ 0
uses correctly the follo%ing
grammar structures' simple
present and progressive3 can and
can4t3 lifestyle and green
ad$ectives3 time e)pressions3
fre(uently adverbs and adverbs of
manner
2/0
is fluent, pronounces correctly and
gives correct intonation to his
description3 he sho%s he rehearsed
previously&
.1 0
greets and says the purpose of the
presentation at the beginning, and
than!s, as!s for (uestions and says
good5bye at the end of the
presentation&
./ 0
Total 1++,
'ro . '2 @/ green li.est-leA ()$ric
Activity MA1.2P2A-PRO
%.E%/*IST
Aim of the activity
The student is able to write coherent sentences that describe habits and actions
happening at the moment of spea#ing.
Po!"ct
A 2'ee#3 )ife $ty)e
Diectio#$
The student will describe his/her green! lifest$le in a composition accompanied b$
a collage that represents it.
>ist all the actions that $ou usuall$ do that ma#e $our lifest$le green.
>ist the specific actions that $ou are doing these da$s/these month that
definitel$ help $ou save the planet.
>oo# for cut(outs or pictures to represent those activities.
"a#e an attractive collage.
%escribe the collage )$our lifest$le* in a paragraph.
=how the collage and the description to $our teacher and upload the
description on the 6irtual Platform
%RITERIA
The com1o$itio#&
Pece#ta
'e
(")fi))e!
Not
(")fi))e!
%OMMENTS
contains a variet$ of pictures. 01 2
has a title and is written in a
paragraph format.
04 2
mentions what each picture in
the collage represents.
04 2
contains a general e'planation 04 2
of how all the pictures in the
collage match together to
represent the student!s
lifest$le.
contains corrects sentences in
simple present and present
progressive and can and can!t.
04 2
contains a variet$ of vocabular$
)lifest$le and green ad:ectives,
time e'pressions and fre.uentl$
adverbs and adverbs of
manner*.
04 2
respects punctuation mar#s and
has no spelling mista#es.
04 2
TOTA* 1++,
+ask 1 Listening compre,ension
+i'est*le. Wbook p., Tra"k !-. !!
+ask 2 #peaking
/i''eren"es. Wbook p 0. Sho6 learners the t6o pi"tures so that the* spot the di''eren"es.
+ask 3 reading compre,ension
$ll about li)ing green . Wbook p 1 part a
+ask 4 writing acti"it-
2* 3ournal Wbook p.1 +earners 6ill 6rite a paragraph in a 9ournal 'orm $ns6ering these Cuestions: Where are *ou no67
WhatUs happening7
#a$er 2?D
a. 'lata.orma de /C /cti"idades 105 1 !xam
b& D'
c& /)tonom- /cti"ities
#er 1?D
a. /)toe"al)acin /C
$. /)toe"al)acin del pro.esor& 'articipacin - actit)d.
nidad 3&
nidad +em7tica&
@!%( HAE TA)ENT*A
Brammar points
Can>canEt a$ilit-
Can>canEt wit, ad"er$s o. manner
Coca$)lar-
'ersonalit- ad9ecti"es
+alents and a$ilities
F)nctions
nidad +em7tica&
@$H%++IN, AR%(ND'
Brammar points
+,isF t,atF t,eseF t,ose
Comparati"e ad9ecti"es
Coca$)lar-
Clot,es
/d9ecti"es .or descri$ing gadgets
F)nctions
Descri$e talents and ask a$o)t ot,er people
Descri$e peopleEs positi"e G)alities
+alk a$o)t a$ilities
+alk a$o)t w,o can do w,at in a gro)p
+alk a$o)t s,opping ,a$its
+alk a$o)t clot,es
/sking and answering G)estions in a store.
+alk a$o)t ,ow m)c, t,ings cost.
Compare di..erent gadgets
#a$er %acer 2?D
'er '3 @8- Compan- is $etter $eca)seA ()$ric
Activity MA1.2P4A6PER
%-$ERATI%N ,(IDE
Aim of the activity
The student is able to ma!e a comparative analysis, choose the best option and report them
orally by ma!ing a correct use of the grammar and vocabulary of the corresponding unit&
Po!"ct
My company is better because"&
Diectio#$
The conte)t is the follo%ing' 6ou and your classmate have $ust created a ne% company& In order
to advertise it, you %ill present its features and its benefits& Also you %ill compare your
company %ith others so that the customers see %hy they should change to your company&
Wor! %ith a classmate and decide %hat your company %ill be about& 7or e)ample,
restaurants, clothing stores, electronics companies, etc&
,oo! for information in different resources and learn as much about your ne% company&
7ind a similar company to compare %ith and highlight your company4s better features'
location, prices, varied products, better personnel, etc&
8rgani9e the information into categories&
:esign a po%er point presentation including the general features of the company as %ell as
comparisons %ith the other company&
Prompt your classmates to as! (uestions about your presentation&
CRITERIA
T.e student/0
+ercenta1e #ul2illed Not 2ul2illed Comments
gives a general description of the
companies to be compared&
.1 0
compares his company to the other
one in different categories&
.1 0
highlights the benefits of his
company to convince the audience
his ;product< is better than the
other one&
.1 0
uses appropriate language
comparisons spelling rules3 small
and short ad$ective3 regular and
irregular ad$ectives3 things to buy
in a store# and grammar
demonstrative and comparative# of
the corresponding unit
.1 0
is fluent, pronounces correctly and
gives correct intonation to his
description3 he sho%s he rehearsed
.1 0
previously&
greets and says the purpose of the
presentation at the beginning, and
than!s, as!s for (uestions and says
good5bye at the end of the
presentation&
.1 0
!eeps the eye contact %ith the
audience and uses ade(uate body
language&
./ 0
T%TA) 1003
'ro '3 @Comparati"e map&Cell p,one companiesA ()$ric
Activity MA1.2P4A-PRO
%.E%/*IST
Aim of the activity
The student is able to categori&e information, compare products, situations or
services and summari&es their characteristics.
Po!"ct
7omparative map: 7ell phone companies
Diectio#$
8n $our classroom, several of $our classmates are about to bu$ a new cell phone
but the$ do not #now which compan$ is better. %ue to that fact, $ou and $our friend
start ma#ing an investigation in two cell phone companies to find out which one is
better. To let the results #now, $ou both design a comparative chart
7hoose two mobile phone companies.
6isit those companies or search on the internet about them.
Observe their innovative products, facilities, prices, personnel and attention,
etc.
<nal$&e and e'plore their products )e.uipment, plans, mobile phones features,
functions, services, etc.*
Organi&e the information into categories.
%esign a comparative chart including #e$ information.
-rite a summar$ comparing the most relevant aspects of the obtained results.
%RITERIA
The chat&
Pece#ta
'e
(")fi))e!
Not
(")fi))e!
%OMMENTS
compares two companies and
shows different categories for
comparisons.
01 2
contains #e$ words and phrases
in the comparisons.
01 2
has an introduction paragraph
that gives general information
about the companies to be
described.
04 2
The summar$ has at least one
paragraph that compares the
companies/products in different
categories.
04 2
The summar$ has a concluding
paragraph that shows the
student!s preferences.
04 2
The summar$ respects the
spelling rules for comparative
ad:ectives.
042
The summar$ contains 01 2
compound sentences lin#ed b$
and, but, or.
The summar$ contains and
respects punctuation mar#s
)and, but, or* and has no
spelling mista#es.
01 2
TOTA* 1++,
+ask 1 Listening compre,ension
Workbook p.,4 $"ti)it* , a and b. /es"ribing gadgets
+ask 2 #peaking /cti"it-.
Who bu*s more56omen or men7 +earners 6ork in small groups and dis"uss these Cuestions: What things do *ou bu*7
Where do *ou bu*7 Oo6 o'ten do *ou go shopping7 Oo6 mu"h do *ou spend7 $t the end the* 6ill "ome to the "on"lusion o'
6ho bu*s more.
+ask 3 @reading compre,ensionA
Workbook p.0# a. +ogi" Games
+ask @writing acti"it-A
Workbook p.0# b.". &e"ommend a produ"t
#a$er 2?D
a. 'lata.orma de /C /cti"idades 105 1 !xam
$. D'
c. /)tonom- /cti"ities
#er 1?D
a. /)toe"al)acin /C
$. /)toe"al)acin del pro.esor& 'articipacin - actit)d.
()les&
Students:
Ten minutes toleran"e.
$)oid to use "ellphones during the "lass.
%e respe"t'ul. parti"ipati)e and responsible.
&eport to the "oordination e:t --! 6hen *our pro'essor doesnUt sho6 up a'ter the 'irst -0 minutes or 'inishing the
"lass earlier than s"heduled.
Others:
Tea"her:
Plan all the "lasses: Present a lesson plan 6hen e)aluated.
Suggest >&<. on line or printed a"ti)ities to their students.
Start and 'inish the "lass on time.
Gi)e 'eedba"k a'ter e)er* e)aluation.
2onitor $> plat'orm to en"ourage the students to do their task on time.
E)aluate and gi)e 'eedba"k 'or e)er* PE& and P&= on the plat'orm.
Send a list o' students in mentoring to the "oordination.
=thers:
/iagnosti" Test &esult:
Mind #eries #,ort Diagnostic +est
Name ________________________________________ /ate _________
S"ore ___8,#
Part - Se"tion -
V <tem $ns6er V <tem $ns6er
- 4
! 1
(
, -#
0 --
J -!
Part - Se"tion !
V <tem $ns6er V <tem $ns6er
- -4
-, -1
-0 -(
-J !#
Part ! Se"tion -
V <tem $ns6er V <tem $ns6er
!- !4
!! !1
! !(
!, #
!0 -
!J !
Part ! Se"tion !
V <tem $ns6er V <tem $ns6er
4
, 1
0 (
J ,#
<n the Short Pla"ement Test there are ,# multiple "hoi"e Cuestions. and these are di)ided into t6o parts. "o)ering the
'ollo6ing le)els o' the Mind series:
W WPart - "o)ers Essentials and the 'irst part o' open2ind -.
W WPart ! "o)ers the end o' open2ind - and all o' open2ind !.
Ea"h o' the t6o parts has t6o se"tions. The 'irst se"tion tests grammar pro'i"ien"* and the se"ond se"tion tests )o"abular*.
Part -
Total S"ore +e)el
#;( Essential
-#;!! %ook -
Part !
Total S"ore +e)el
!;,# %ook !
WE% P$GES $N/ %<%+<=G&$POP