Você está na página 1de 25

UNIVERSIDAD TCNICA DEL NORTE

CENTRO ACADMICO DE IDIOMAS

SYLLABUS: ENGLISH V

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


1.1. SUBJECT: 1.2. ACADEMIC PERIOD

English V SEPTEMBER / 2014- FEBRUARY 2015

1.3. Cdigo: 1.4. N de credits (C) and its equivalence in class hours (CH) 1.5. Year, semester
and autonomous hours (AH): Fifth Level
C:10 HP: 160 HA: 240

1.6. Pre-requisites: 1.7 Co-requisites:

English I II -III - IV Fifth semester subjects at students major

1.8 Education Basis:

Humanistic: ( ) Basic: (X) Professional: ( ) Optional: ( )

1.9 Teachers: 1.10 E-mail address:

CAI TEACHERS cai@utn.edu.ec

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 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 throughout five levels, at a rate of ten
hours a week to attain the skills to communicate and to approve an international evaluation.
English 5 is designed to develop students skills to a B2 level in the CEFR. The course reinforces and deepens
grammar structures studied in the four previous levels. It also studies new vocabulary in different areas as
verbs, synonyms, opposites, collocations, word families. As far as the receptive skills, the course offers a
variety of opportunities for students to continue developing their reading and listening by using new
learning strategies. Regarding the productive skills, English 5 uses group discussions, short presentations,
debates, and other techniques to continue developing oral production and interaction; the course presents
new writing activities that help students master a good range of topics and formats.

English 5 contributes to CAIs Learning Outcomes: a) Ability to apply knowledge of English in the workplace and
personal life; d) Ability to develop collaborative work in multidisciplinary teams; 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, which in turn contribute to the Educational; k) Apply the necessary technological tools
to communicate in English e) ability to solve problems within the work environment and community a)
ability to apply knowledge of English in the workplace and personal life. d) Ability to develop collaborative
work in multidisciplinary teams. Commitment to continue self-learning throughout ones professional life.

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.


At the end of the semester the students should be able to use English to

a) Understand the main ideas of complex texts on both concrete and abstract topics.

b) Present clear detailed descriptions on a wide range of subjects related to his interest as well as
to interact with a degree of fluency and spontaneity that makes regular interaction with native
speakers.

c) Write clear, detailed text on a wide range of subjects related to his/her interests in different
formats such as: essays, reports and letters as well.

d) Produce clear, detailed texts on a wide range of subjects and explain a viewpoint.

e) Read articles and reports concerned with contemporary issues, in which the writers adopt
particular stances or viewpoints.
2.3. LEARNING OUTCOMES - ASSESSMENT & EVALUATION STRATEGIES:
ASSESSMENT & EVALUATION STRATEGIES
LEARNING OUTCOMES Weighted grade
Evidence Achievement criteria and Techniques and 1 2 T
(Product level tools stage stage
,performance,
knowledge)
Discusses social networking using the Role play (samples) 90% of the students achieve the Three step 3
present tense forms questions and checks Script for an online category 2 or above. interview
for information. Shares views about media debate (samples). Guided writing
and celebrities. Works with relative clauses Quiz U. 1-2 Speed friending
to link ideas and with nouns and (samples) Surveying
prepositions as well as writes clear, Portfolio (homework Interviewing
detailed text for an online debate and classwork Presentations
synthesizing and evaluating information samples) Impromptu
and arguments from different sources. conversations
Debating
Error checking
Written quiz
Alternative
assessment
Talks about life experiences using past Anecdote (samples) 90% of the students achieve the Timed pair share 3.5 6.5
tenses. Interrupts and shows surprise in a Personal statement category 2 or above Mix, pair, share
conversation. Prepares job interviews, (samples) Stand n - share
gives advice. Writes a clear, detailed Quiz U. 3 - 4 Interviewing
personal statement synthesizing and Portfolio (homework Discussion
evaluating information. and classwork Story telling
samples) Brainstorming
Writing from a
model
Written quiz
Alternative
assessment
Uses conditionals to talk about hypothesis. Presentation 90% of the students achieve the Interviewing 3.5 10
Shares wishes, hopes and regrets about the (samples) category 2 or above. Surveying
world. Describes future events and gives a Inquiry ( samples) Numbered heads
presentation. Expresses opinions using Quiz U. 5 6 together.
modals. Writes clear, detailed inquiry to a Portfolio (homework Discussing
volunteer program. and classwork Presentations
samples) Timed Round
Robin
Error checking
Written quiz
Alternative
assessment

SECOND TERM
Describes future events and gives a Discussion (samples) 90% of the students achieve the Three step 2.5
Presentation. Expresses opinions using Report for a science category 2 or above interview
modals. Discusses getting along with class Inside outside
family and friends using idiomatic Quiz U. 7 - 8 circle
expressions and phrasal verbs. Writes a Portfolio (homework Pair discussions
report explaining the advantages and and classwork Graph reading and
disadvantages if various options. samples) interpreting
Written quiz
Alternative
assessment

Talks about food, nutrition and share their Impromptu 90% of the students achieve the Mix, pair, share 1.25
ideas. Discusses happiness with relative conversation category 2 or above Writing from a
clauses and expressions with get. Describes (samples) model
travel and vacation experiences using Survey article Surveying
reported speech. Asks for clarification and (samples) Interviewing
draws conclusions in a conversation. Quiz U. 9/10 Presentations
Writes a survey article giving reasons in Portfolio (homework Impromptu
support or against a point and classwork conversations
of view. samples) Debating
Error checking
Written quiz
Alternative
assessment

Discusses about the positive and negative Description samples 90% of the students achieve the Inside outside 1.25 5
aspects of globalization and tradition as (family traditions) category 2 or above circle
well as parents role in developing Essay (samples) Quiz Quiz trade
childrens talents-using expressions dealing Quiz U. 11/12 Guided writing
with child development. Works with Portfolio (homework Interviewing
relative clauses and with the use of verb and classwork Presentations
with direct and indirect object. Talks about samples) Debating
intelligence and abilities. Writes an essay Error checking
that develops an argument. Written quiz
Alternative
assessment

Institutional test Written and oral Tests 5 10

2.4. SYLLABUS PROGRAMMING:

1 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;
2) To promote the habit of self-learning and constant updating for optimal job performance and personal development;
3) To communicate effectively in oral and written English,
4) To develop in students leadership skills so that they are able of working with specialized or multidisciplinary groups in diverse cultural
environments.
Nomenclature: G = Grammar; R = Reading; L = Listening; S = Speaking; W = Writing

Learning outcomes of Contents Learning Strategies. Weekly hours. Basic and


Dates the subject. - recommended
(Learning strategies (Time required by bibliography
(What is expected to be applied in the classroom, the teacher and
achieved at the end of lab, practices, students to cover (Use a code as
the semester ) internships, pre the content ) in section 2.5)
professional practices,
formative research and Presenc. Aut.
work with the
T P
community )

Discusses social networking Social networks /The media G: Teacher fronted


using the present tense forms G. Present tense, and will to talk inductive/deductive
questions and checks for about habits. Defining and non- presentation; games
information. Shares views defining relative clauses to give and Reading Activities
about media and celebrities. add information. Use that clause to L: responding to questions
Works with relative clauses to link ideas. according to task format (e.g.,
link ideas and with nouns and getting the gist, specific
prepositions as well as writes R. Future college students and information, skim/scan,
clear, detailed text for an employees, beware!. Not just a game. matching text to pictures or
online debate synthesizing and letters,
evaluating information and L. Reasons for ending friendships. Its true/false, circle the correct
really interesting that . . . VIEWPOINT 1
arguments from different answer,
8 16 36 Units 1-2
Oct 6 sources. etc.).
22 S. Ask questions to find out or check R: Pre-during and post
information. And, But, and So to start activities; for specific
questions which link back to what the information and gist; filling in
previous speaker said. Which clauses the blanks; for predicting
to comment on your own and others W: Planning, retrieving,
statements. You know what . . . ? to Generating ideas, verbalizing
introduce a comment on what youre the content to write.
going to say. S and CS: Role play; guessing
game; mingle activity; fluency
W. Write a script for a debate over lines and circles
whether or not employers should LS: Individual work, pair work,
judge applicants by their online profile group work, research,
independent learning, ethics
Talks about life experiences Stories / Working lives G: Teacher fronted
Using past tenses. Interrupts G. The past tense and present inductive/deductive
and shows surprise in a Perfect forms. The simple past, past presentation; games
conversation. Prepares job perfect, and past perfect continuous. Reading Activities
interviews, gives advice. Countable and uncountable nouns. L: responding to questions
Writes a clear, detailed Generalize and specify using definite according to task format (e.g.,
personal statement and indefinite articles. getting the gist, specific
synthesizing and evaluating information, skim/scan,
information. R. Saturday. Career help: What matching text to pictures or
questions should I ask at a job letters, true/false, circle the
interview? correct answer, etc.).
Oct 23 R: Pre-during and post
L. It goes to the show. How friendly activities; for specific
are people. The best perks. Interview information and gist; filling in
Nov 5 rules. the blanks; for predicting 6 12 27
W: Planning, retrieving,
S. Interrupt a story you are telling to generating ideas, verbalizing
make a comment and then come back the content to write.
to it. Show your attitude toward what S and CS: Role play; guessing
you say with -ly adverbs. Use As a VIEWPOINT
game; mingle activity; fluency Units 3-4
matter of fact or In fact to give lines and circles
new information that you want to LS: Individual work, pair work,
emphasize, or to correct what group work, research,
someone assumes or expects independent learning, ethics

W. Narrative article about a positive


or negative experience with people.
Write a personal statement for an
application form.
Uses conditionals to talk Challenges / Into the future G: Teacher fronted
about hypothesis. Shares G. Conditional sentences to talk about inductive/deductive
wishes, hopes and regrets hypothetical events in the present or presentation; games
about the world. Describes past. Wish and hope. Describe future Reading Activities
future events and gives a events with be going to, will, may, L: responding to questions
presentation. Expresses might, and the present. Modal verbs according to task format (e.g.,
opinions using modals. Writes for expectations, guesses, offers, getting the gist, specific VIEWPOINT 1
clear, detailed inquiry to a necessity, requests. information, skim/scan, 8 16 36 Unit 5-6
volunteer program. matching text to pictures or
R. On the Mercy Ships. An interview letters, true/false, circle the
with Dr. Leo Cheng, whose volunteer correct answer, etc.).
work with Mercy Ships changes R: Pre-during and post
lives in developing countries. What activities; for specific
does the future look like? information and gist; filling in
Nov 6 the blanks; for predicting
L.What would you give away? W: Planning, retrieving,
Nov 21 Going cashless the pros and cons! generating ideas, verbalizing
the content to write.
S. Suggest possible scenarios or ideas S and CS: Role play; guessing
with What if . . . ?, suppose, and game; mingle activity; fluency
imagine Use I suppose to show that lines and circles
youre not 100 percent sure. Use LS: Individual work, pair work,
would or d to soften your opinions. group work, research,
Respond with expressions such independent learning, ethics
as I think so, I dont think so, and I
guess not.
W. Write an email inquiry about
volunteering. Write a one-paragraph
article about how our everyday life
will be different in the future.
Describes future events and Getting along / Food science
gives a presentation. G. Phrasal verbs, infi nitives
Expresses opinions using and -ing forms after adjectives, nouns, G: Teacher fronted
modals. Discusses getting and pronouns. Passive to focus on inductive/deductive
along with family and friends information when talking about the presentation; games
using idiomatic expressions past, present, and future. Reading Activities
and phrasal verbs. Writes a complements of verbs that describe L: responding to questions
report explaining the causes and effects. according to task format (e.g., VIEWPOINT 1
advantages and getting the gist, specific Unit 7-8
disadvantages if various R. Now That Ive Driven All My Friends information, skim/scan, 6 14 30
options. Away, I Finally Have Time For Me! matching text to pictures or
Where did all the bees go? Threat to letters,
Nov 24 the worlds food supply. true/false, circle the correct
answer,
Dec 5 L. My worst roommate. Boomerang etc.).
kids. A food revolution! R: Pre-during and post
activities; for specific
S. Make your meaning clear with information and gist; filling in
expressions like What Im saying the blanks; for predicting
is and I mean. Use expressions such W: Planning, retrieving,
as I have to say to show that you generating ideas, verbalizing
want to make a strong point. Use the content to write.
rhetorical questions to make a point. S and CS: Role play; guessing
Give examples with expressions such game; mingle activity; fluency
as such as, like, take, and for instance. lines and circles
LS: Individual work, pair work,
W. Introduction to an essay. A report group work, research,
about trends, using information in independent learning, ethics
graphs and charts.
Talks about food, nutrition Success and happiness / Going G: Teacher fronted
and share their ideas. places inductive/deductive
Discusses happiness with presentation; games
relative clauses and G. Determiners all, each, every, Reading Activities
expressions with get. neither, none of, no. -Ing forms L: responding to questions
Describes travel and vacation as reduced relative clauses, according to task format (e.g.,
experiences using reported To describe simultaneous events, and getting the gist, specific
speech. Asks for clarification as subjects and objects. Reported information, skim/scan,
8 20 42
and Draws conclusions in a speech to report statements. matching text to pictures or
VIEWPOINT 1
conversation. Writes a survey Reported speech to report questions letters, true/false, circle the
Unit 9-10
article giving reasons in and instructions. correct answer, etc.).
Dec 8
support or against a point of R: Pre-during and post
view. R. Unhappy? Maybe youre not in the activities; for specific
Jan 2 information and gist; filling in
right country! The tourist threat.
the blanks; for predicting
L. More adventures in Bolivia. W: Planning, retrieving,
generating ideas, verbalizing
S. Expressions like As far as (success) the content to write.
is concerned to focus in on a topic. S and CS: Role play; guessing
Expressions like As far as Im game; mingle activity; fluency
concerned / can tell to give and soften lines and circles
Opinions. Expressions such as you LS: Individual work, pair work,
mean, so what youre saying is, and group work, research,
so I guess when drawing conclusions. independent learning, ethics.
Ask for more details about someones
ideas or opinions, using In what way?

W. Paragraph for an essay. Write a


survey article for a student magazine.
Discusses about the positive Culture / Ability G: Teacher fronted
and negative aspects of inductive/deductive
globalization and tradition as G. Relative clauses with when, where, presentation; games
well as parents role in and whose. Verbs with direct and Reading Activities
developing childrens talents- indirect objects. Adverbs before L: responding to questions
using expressions dealing with adjectives and adverbs. Use as . . . as according to task format (e.g.,
Jan 5
child development. and comparative and superlative getting the gist, specific
Works with relative clauses adjectives and adverbs. information, skim/scan,
Feb 7
and with the use of verb with matching text to pictures or
direct and indirect object. R. our culture? Seeing things in a letters, true/false, circle the
Talks about intelligence and completely different way . . . correct answer, etc.).
abilities. Writes an essay that R: Pre-during and post
develops an argument. L. The world. Minds for the future. activities; for specific
information and gist; filling in
S. comments with expressions like the blanks; for predicting
14 32 69
Kind of, a little, and not really. Yeah, W: Planning, retrieving,
no to agree with someone and then generating ideas, verbalizing
make a comment of your own. Vague the content to write.
expressions like and that kind of thing S and CS: Role play; guessing
VIEWPOINT 1
when you dont need to be precise. game; mingle activity; fluency
Unit 11-12
Show that you strongly agree with lines and circles
someone, using No doubt. LS: Individual work, pair work,
group work, research,
W. A concluding paragraph in an independent learning, ethics
essay about the effects of
globalization on culture. Write an
essay about someone you admire.
2.5 MATERIALS

Teachers guide AUTHOR: MICHAEL MC CARTHY, JEANNE MCCARTEN, HELEN SANDIFORD

STUDENTS BOOK 1 TITLE: VIEWPOINT

TEACHERS CLASS AUDIO CDs SET # 1 CITY: NEW YORK

STUDENTS AUDIO / CD-ROM # 1 EDITORIAL: CAMBRIDGE UNIVERSITY PRESS

TEACHERS VIDEO PROGRAM # 1 YEAR: FIRST EDITION

VIDEO RESOURCE BOOK # 1

STUDENTS WORKBOOK # 1

WEBSITE (ARCADE) CAI Website

2.6 RESOURCES:
TVs
CD players.
Laptop / speakers.
Videos (DVDs).
Internet: https://student.societyforscience.org/sciencenews-students
Projector.
Library at CAI ( Reading books for advanced levels )
Labs.
Hands on material
The woman who disappeared by Philip Prowse & Moby Dick by Herman Melville ( MACMILLAN READERS)

Commitments:

English is an interactive class in which students will be actively involved in the learning process. Student learning is a to p
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 UTNs 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
es
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 students 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:

Provide students with a copy of the syllabus.


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 (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 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.
ANEXOS: RUBRIC CRITERIA BASED ON THE LEARNING OUTCOMES:

RUBRICS

Learning outcome 5 4 3 2 1

ITEMS

10 out to10 9 out to 10 8 out to 10 7 out to 10 6 or lower /10

Discusses social
networking using the ROLE PLAY
present tense forms
questions and checks for
information. shares views grammar and the students range the students range the students range the students range the students low range
vocabulary enhances enhances supports almost supports makes communication
about media and
communication communication communication communication. difficult.
celebrities. works with
effectively
relative clauses to link
ideas and with nouns and ease of speech the students ease of the students ease of the students ease of the students ease of the students low
prepositions as well as / fluency speech enhacnes speech enhances speech supports speech fluency makes
writes clear, detailed text communication communication communication almost supports communication difficult
effectively. communication.
for an online debate
synthesizing and Attitude the students attitude the students attitude the students attitude the students attitude the students poor
evaluating information enhances enhances supports almost supports attitude makes
and arguments from communication communication. communication. communication communication
different sources. effectively. difficult.
Delivery the students delivery the students delivery the students delivery the students delivery the students poor
enhances enhances supports almost supports delivery makes
communication communication. communication. communication. communication
effectively. difficult.
interaction the students the students the students the students the students poor
interaction enhances interaction enhances interaction supports interaction almost interaction makes
communication. communication. communication. supports communication difficult
communication

SCRIPT FOR ON LINE DEBATE

most statements and


statements and statements,
responses were statements,
all statements, body responses were responses and/or
respectful and in responses and/or
respect for language were respectful and used body language
appropriate body language
other team respectful and were in appropriate language, were borderline
language, but there were consistently
appropriate language. but once or twice body appropriate. some
was one sarcastic not respectful.
language was not. sarcastic remarks.
remark.
all information most information
most information some information
presented in this presented in the information had some
presented in this was grammatically
debate was clear, debate was clear and major grammatical
debate was clear, accurate, but there
grammatically grammatically inaccuracies or was
information grammatically accurate were some minor
accurate and accurate, but was not usually not clear.
and thorough. most inaccuracies.
thorough. vocabulary usually thorough. vocabulary is simple
vocabulary was vocabulary is not
was adequate for the attempts to use and inadequate.
adequate for the task adequate for the task
task. adequate vocabulary.
were accurate, most counter- most counter-
relevant and strong. arguments were arguments were some counter counter-arguments
Rebuttal accurate, relevant and accurate and arguments were were not accurate and /
strong. relevant, but several weak and irrelevant. or relevant.
were weak.
every major point
every major point was
every major point was was supported with
adequately supported some points were
use of facts / well supported siwsth facts,statistics and/or every point was not
with relevant facts, supported wel,
statistics several relevant facts examples, but the others were not. supported
statistics and/or
and / or examples. relevance of some
examples.
was questionable.
all arguments were most arguments were all arguments were
clearly tied to an idea. clearly tied to an idea. clearly tied to an idea
use of connectors is use of connectors is clearly tied to an idea
always adequate. always adequate. (premise) but the arguments were not
organization was tied to an idea at all.
organization
sometimes not clear theres no use of
arguments were not
or logical. some slight connectos.
tied well to an idea.
confusions in the use use of connectors is
of connectors inadequate

PORTFOLIO

evidence provided evidence provided evidence presented below expectations;


indicates that the indicates that the indicates a minimally unacceptable.
student has the student's competence acceptable level of evidence presented is
potential to be an clearly exceeds competence. of low quality. items
exceptionally well minimum expectations demonstrates some are not completed in
qualified professional. for professional strength, but reveals a thorough and
the items are neat, practice. documents inconsistent quality professional manner
completeness: there is limited or no
includes rich accurate, complete, work that is and/or clear (e.g., sloppy, not evidence in this
variety of items and professionally consistently of good weaknesses in the typed) or are of category.
presented. the quality. documents cstudent's variable quality.
portfolio indicates some experience with, understandings, further work is
substantial and and a good experiences. required to
excellent understanding of, demonstrates that adequately
understanding of the issues and practices in the students has the document the
subject. education. the portfolio potential to become student's
demonstrates that this a satisfactory qualifications.
student has the professional.
potential to become a
good professional.
relevance: evidence provided evidence presented
items relate to indicates that the indicates a minimally
below expectations;
current & candidate is an acceptable level of
evidence provided unacceptable.
effective excellent student. the competence.
indicates that the evidence presented is
materials, items are neat, demonstrates some
candidate's of low quality. items
accurate, complete, strength, but reveals
competence clearly are not completed in
and professionally inconsistent quality
exceeds minimum a thorough manner
presented. the and/or clear
expectations for (e.g., sloppy, not there is limited or no
portfolio indicates weaknesses in the
students performance. typed) or are of evidence in this
substantial experience students category.
documents work that is variable quality.
with, and excellent understandings,
consistently of good further work is
understanding of experiences, and/or
quality the portfolio required to
subject. abilities.
demonstrates that this adequately
demonstrates that
candidate is a good document the
the student has the
student. student's
potential to become
qualifications.
a satisfactory
professional.
evidence provided evidence presented
indicates that the indicates a minimally below expectations;
evidence provided
students competence acceptable level of unacceptable.
indicates that the
clearly exceeds competence. evidence presented is
student has the
minimum expectations demonstrates some of low quality. items
potential to be an
presentation: for professional strength, but reveals are not completed in
exceptionally well
justification of practice. documents inconsistent quality a thorough and
qualified professional.
items, work that is and/or clear professional manner
the items are neat, there is limited or no
creativity, consistently of good weaknesses in the (e.g., sloppy, not
accurate, complete, evidence in this
organization, quality. documents students typed) or are of
and professionally category.
visual appeal, some experience with, understandings, variable quality.
presented. the and a good
grammar & experiences, and/or further work is
portfolio indicates understanding of the
spelling abilities. required to
substantial experience subject., the portfolio demonstrates that adequately
with, and excellent demonstrates that this the candidate has the document the
understanding of the student has the potential to become student's
subject. potential to become a a satisfactory qualifications.
good teacher. professional.

Talks about life ANECDOTE


experiences using past pronunciation very rarely interferes seldom interferes with only occasionally often interferes pronunciation
tenses. interrupts and and with comprehension comprehension of the interferes with with comprehension consistently interferes
shows surprise in a comprehensio of the message. message comprehension of of the message. with comprehension
conversation. prepares n. sentences are said sentences are said the message an effort is required of the message.
job interviews, gives fluency and without unnatural with few pauses at a sentences are said on the part of the even with
advice. writes a clear, pace. pauses and at a speed that rarely without excessive listener to extraordinary effort
detailed personal natural speed. distracts the listener. pauses at a speed understand what is on the part of the
statement synthesizing the listener comprehension the that may being said. the listener,
and evaluating understands virtually listener has a good occasionally distract listener understanding is
information. everything that is overall understanding the listener understands less difficult
said of what is said comprehension the than half of what is
listener understands read; stops and
most of what is said repetitions are
often
needed
tone of voice, excellent range of wide range of varied/appropriate limited variations of monochord, no
no expression expression. expression expression expression. limited expression
audiences participating and very responsive, eye contact, eye contact, audiences response
response anticipating. anticipating, audience is somewhat nonexistent, no eye
participating responsive responsive contact,
unresponsive/fidgety
organization the orientation the orientation my story has a my story has a my story does not
creates interest, the creates interest, clear and interesting clear , orientation, have an orientation,
complicating events the complicating orientation complicating events complicating events, ,
is well developed events is complicating events, and resolution or resolution. my story
and the resolution is well-developed, or resolution but needs details is hard
satisfying. the story and the resolution is . to make it to follow.
also includes a coda satisfying. interesting
and an evaluation
grammar and the story has a the story has a lot of the story has the story has a the story has no
vocabulary lot of powerful powerful and exciting some powerful few powerful powerful and exciting
accuracy and exciting words to enhance the and exciting and exciting words.
words to meaning. it has few words. the story has words. the story it has many grammar
enhance the grammar inaccuracies. some grammar has several inaccuracies.
meaning. it does not inaccuracies. grammar
have grammar inaccuracies.
inaccuracies.

PERSONAL STATEMENT

purpose: is the author is reflective author is reflective and addresses the marginally addresses off-topic or too vague.
purpose or and clearly addresses addresses the prompt prompts but needs the prompts; needs
intention of the prompt more details on key specific focus.
this personal areas
statement
clearly
conveyed? is
the desired
outcome
effectively
communicated
?
organization: is introduction has a introduction has a clear introduction has a body paragraphs lack body paragraphs lack
the personal clear thesis that thesis that addresses clear thesis that coherence, direction, coherence, direction,
statement addresses the the prompts even. addresses the topic sentences. topic sentences.
structured in a prompts. body paragraphs have prompts. introduction lacks no thesis present
logical body paragraphs have topic sentences that body paragraphs are thesis or is vague
manner? is it topic sentences that are logical. imbalanced and need about the prompt
structured are logical and fully more development/
appropriately developed. clear topic sentences.
for the
intended
audience? is
anything out of
place?
individuality: writing has a clear writing has a clear writing offers strong writing offers some writing does not leave a
does the piece voice/presence voice/presence through details/examples but details but does not dominant impression
effectively through detailed detailed focus on does not have a clear leave a strong because the
distinguish the focus on experience, experience, activities, voice throughout the impression. information is dull,
author from activities, background, background, etc; topics entire paper conclusion present vague, or lacking in
other etc; topics show show conclusion is examples.
applicants? is originality/insights/ originality/insights/ informative but not no conclusion present
the author personality. personality. memorable
memorable memorable conclusion is
and remarkable conclusion infromative
for the right
reasons?
conventions: is writing represents writing represents minor grammatical multiple grammatical excessive grammatical
the piece consistent command command of spelling, errors do not distract errors; however, the errors distract from
grammatically of spelling, capitalization, from overall fluency overall flow of paper overall fluency of paper
sound? are capitalization, punctuation, grammar, of paper remains intact sentence structure
there any punctuation, usage, and syntax. does not flow
misspellings grammar, usage, and errors do not distract
and/or typos? syntax. errors do not from the overall fluency
are there errors distract from the of paper.
in structure overall fluency of
and/or paper
punctuation? words, phrases, and
sentence structure
enhance the overall
effectiveness of the
communication of
ideas.

Uses conditionals to talk PRESENTATION


about hypothesis. shares Delivery holds attention of consistent use of displays minimal displays minimal holds no eye contact
wishes, hopes and entire direct eye contact eye contact with eye contact. speaks with
regrets about the world. audience with the with audience, but still audience, while in low volume that audience, as entire
describes future events use of returns to notes. reading mostly from causes report is read from
and gives a presentation. direct eye contact, speaks with the notes. speaks in audience to notes. speaks in low
expresses opinions using seldom satisfactory variation uneven volume with disengage. volume and/
modals. writes clear, looking at notes of volume and little or no or monotonous tone,
detailed inquiry to a speaks with inflection. inflection. which causes audience
volunteer program. fluctuation in to
volume and disengage
inflection to
maintain partners
interest and
emphasize key
points.
content / demonstrates full is at ease with is uncomfortable answers questions does not have grasp of
organization knowledge by expected answers to with information about the subject in information and
answering all class all questions, without and is able to a very simplistic cannot answer
questions with elaboration. has answer only way. does not questions about
explanations and somewhat clear rudimentary clearly define subject. does not
elaboration. purpose and subject; questions. attempts subject and define subject and
provides clear some examples, facts, to define purpose purpose; provides purpose. does not
purpose and and/or statistics that and subject; weak or no support provide support of
subject; pertinent support the subject; provides weak of subject; gives subject; does not gives
examples, facts, includes some data or examples, facts, insufficient support support for ideas or
and/or statistics; evidence that and/ or statistics, for ideas or conclusions.
supports supports conclusions. which do not conclusions
conclusions/ideas adequately support
with evidence the subject; includes
very thin data or
evidence
enthusiasm/ demonstrates strong shows some shows little or shows little interest shows no interest in
audience enthusiasm about enthusiastic feelings mixed feelings and hardly ever topic
awareness topic during entire about topic. raises his about the topic raises his / her presented. fails to
presentation. / her partners being presented. partners increase his / her
significantly understanding and raises his / her understanding and partners
increases his / her awareness of most partners knowledge of some understanding of
partners points. understanding and points. knowledge of topic
understanding and knowledge of some
knowledge of topic. points.
INQUIRY E - MAIL
knowledge/ uses first person uses first person point uses first person uses first person uses first person point
understanding point of view of view consistently point of view point of view of view inconsistently
understands consistently and uses a voice that is consistently somewhat
effectively distinctive and consistently unclear, or
the uses and inappropriate voice
uses a voice that is confident uses a voice that is uses a voice that is
effects of distinctive and - uses personal letter clear and consistent clear but - uses personal letter
aesthetic confident format consistently. - uses personal inconsistent format inconsistently
elements uses personal letter letter format - uses personal
(point of view, format consistently consistently letter format
voice, and and effectively somewhat
personal inconsistently
letter format)

thinking/ shows efficiency and shows insightful shows considerable shows some shows limited
inquiry insightful understanding of understanding of understanding of understanding of the
understanding of issues and experience the issues and the issues and issues and experience
demonstrates issues and of the intended experience of the experience of the of the intended
critical and experience of the audience; confident, intended audience; intended audience; audience; unclear
creative intended audience; clear expression of clear expression of somewhat clear expression of opinions
thinking skills confident, clear opinions and ideas opinions and ideas expression of and ideas
expression of opinions and ideas
opinions and ideas.
communicatio organizes content organizes content organizes the organizes the organizes the content
n clearly, coherently clearly, coherently and content clearly and content clearly in a series of random
and creatively creatively coherently points
communicates - effectively uses uses vocabulary and
information vocabulary and style style that are - uses vocabulary - uses vocabulary - uses vocabulary and
and ideas with that are appropriate appropriate for the and style that are and style that is style that is
for the audience and audience and purpose appropriate for the somewhat inappropriate for the
logical
purpose audience and appropriate for the audience and purpose
organization purpose audience and
communicates purpose
for different
purposes and
audiences
(choice of
language and
style)

application uses language uses language uses language uses language uses language
conventions skilfully conventions skilfully conventions with conventions with conventions with
applies and effectively all or almost all the time; considerable some accuracy and limited accuracy and
language almost all the time; errors may be the accuracy and effectiveness; errors effectiveness; errors
conventions errors may be the result of risks taken by effectiveness; errors occasionally detract sometimes impede
(grammar, result of risks taken the writer and do not do not detract from from meaning expression and
usage, by the writer and do detract from overall overall meaning comprehension
not detract from meaning
spelling,
overall meaning
punctuation)

Describes future events DISCUSSION


and gives a presentation. peer actively supports, supports, makes a sincere limited interaction virtually no interaction
expresses opinions using interaction engages, and listens engages, and listens to effort to with with peers/teacher
modals. discusses getting to peers/teacher interact with peers/teacher
along with family and peers/teacher (ongoing) peers/teacher
friends using idiomatic (ongoing) (ongoing)
expressions and phrasal participation plays an active role plays an active role in participates when prepared, comments vague if
verbs. writes a report in discussions constructively in participates given; frequently
explaining the discussions (ongoing) discussions constructively in demonstrates lack of
advantages and (ongoing) discussions interest
disadvantages if various contribution comments advance comments advance relevant comments when prepared, demonstrates a
options. to level and depth of level and depth of are relevant comments noticeable lack of
class dialogue dialogue most of the based on assigned are based on interest on occasion
time material assignments
group group dynamic and group dynamic and group dynamic and group dynamic and group dynamic and
dynamics level of discussion level of discussion are level level of discussion level of discussion are
are often better because of discussion are are often disrupted by
always better of candidates occasionally better, sometimes candidates presence
because presence but disrupted
of candidates not worse, because by candidates
presence of presence
candidates
presence
REPORT FOR A SCIENCE CLASS
Purpose provides accurate most of the some of the most of the just lists some
information information included information is information is information.
about topic. in the report about accurate. the author irrelevant.
the topic is accurate includes some
irrelevant
information.
text level it has a perfect it has a good it has a statement of it does not have a the sample does not
statement of the statement of the the problem. statement of the present a science
problem, accurate problem and good however, the problem. presents report format.
sequence of sequence of information is not some information,
information. information. sequenced. even though is not
sequenced.
mechanics capitalization, presents some frequent errors with many problems with capitalization,
punctuation, spelling problems with punctuation and capitalization, punctuation and
are accurate. capitalization, spelling. punctuation and spelling cause serious
punctuation and spelling. problems of
spelling. understanding.
Talks about food,
nutrition and share their SURVEY ARTICLE
ideas. discusses purpose & there is an obvious there is an obvious a controlling the article hints at a the article lacks a
happiness with relative focus controlling purpose controlling purpose purpose is evident, controlling purpose, purpose. the
clauses and expressions for the article. the for the article. the although some but strays information provided
with get. describes travel
information information provided information seems frequently from that in the article does not
and vacation experiences
using reported speech. provided in the in the article clearly unrelated or purpose. it is not contribute to a larger
asks for clarification and article clearly connects to that tangential to that clear, in a number purpose. the piece
draws conclusions in a connects to that purpose. this purpose purpose. the of instances, how does not meet the
conversation. writes a purpose. this aligns well with the purpose fits within the information parameters of the
survey article giving purpose aligns well the parameters of provided relates to
reasons in support or with the assignment. assignment. the assignment. the controlling assignment.
against a point of view. purpose. the
purpose in the
article does not
seem to fit wholly
within from the
parameters of the
assignment.

details & substantial, specific substantial, specific the information the information the article has little or
substance information is information is provided is provided in the
provided. provided. adequate to convey article is no supporting details.
an understanding of underdeveloped points are made but
all information almost all information the topic, but more and/or repetitive. not backed up. the
requested in the requested in the details could details are only information requested
assignment is assignment is included deepen that occasionally in the assignment is
included and is and is consistently understanding. provided. several largely absent.
consistently supported with well- some well- chosen aspects of the
supported with well- chosen details. details are information
chosen details. incorporated. most requested in the
of the information assignment are
requested in the absent.
assignment is
included

organization there is a smooth, there is almost always most ideas flow, but ideas tend not to ideas are not logically
logical flow of ideas. a smooth, logical flow there are limited flow in a logical, structured. no
transitions are of ideas. transitions problems with cohesive manner. transitions are used to
effectively used to are effectively used to cohesion. few transitions are guide the reader or
guide the reader. guide the reader. transitions are used effectively. connect the ideas.
frequently used, but
not always
effectively.

audience the article uses in most of it the article the article generally the article includes the articles language,
awareness language, tone, and uses language, tone, uses appropriate several instances of tone, and style are not
style that are and style that are language, tone, and language, tone, and appropriate for the
appropriate to the appropriate to the style, but style that are not audience(s) indicated
intended intended audience(s). occasionally these likely to hold the in the assignment.
audience(s). elements do not interest and/or
seem well suited to respect of the
the intended intended
audience(s). audience(s).

mechanics superior editing the article almost good editing few weak editing little or no editing
limited errors in always presents errors per page in several errors per consistent problems
grammar, superior editing grammar, paragraph in with grammar,
punctuation, limited errors in punctuation, grammar, punctuation, spelling,
spelling, etc. grammar, spelling, etc. punctuation, etc. throughout the
punctuation, spelling, spelling, etc. paper.
etc.

Visual the visual is well the visual is well the visual is the visual is weakly the visual is not
integrated. it serves integrated most of the integrated, but not integrated. its integrated into the
a clear purpose and time. it serves a clear as clearly or purpose with article. it appears to
strengthens the purpose and smoothly as it might respect to the have no connection to
written content of strengthens the be. it serves a written content of the purpose of the
the article. written content of the purpose with the article is written content of the
article. respect to the unclear. article.
written content of
the article

Discusses about the ESSAY


positive and negative
aspects of globalization
and tradition as well as Ideas a level 5 essay will be a level 4 essay will be a level 3 essay will a level 2 essay will a level 2 esl essay will
parents role in
characterized by characterized by most be characterized by be characterized by be characterized by
developing childrens
talents-using expressions most of the of the following most of the most of the most of the following
dealing with child following features features following features following features features
development.
works with relative
clauses and with the use
of verb with direct and
indirect object. talks
about intelligence and demonstrates lacks mastery of voice, fails to convey a lacks an awareness lacks an awareness of
abilities. writes an essay adequate and clear sense of audience, clear sense of voice of voice or sense of voice or sense of
that develops an
sense of voice, and/or purpose. thesis or sense of audience. thesis is audience. thesis is
argument.
audience and weak or unclear. audience. thesis missing or missing or
Thesis purpose through support is weak. missing or underdeveloped. underdeveloped.
thesis, topic undeveloped.
selection and/or
Voice approach. lacks
sophisticated
audience approach.

shows competence shows attempt to shows attempt to shows inability to shows inability to
in organization but organize an essay with organize an essay organize an essay. organize an essay.
lacks sophistication. a thesis. demonstrates and limited ability paragraphs are not paragraphs are not
paragraphs are well ability to organize to organize carefully and carefully and logically
developed but lack individual paragraphs individual logically developed. developed. transitions
appropriate although organization paragraphs but transitions are are missing or
transitions unevenly developed paragraphs are missing or inappropriate so that
or formulaic and formulaic, inappropriate so relationships between
organization
transitions generally underdeveloped that relationships ideas are illogical.
lacking. and repetitive. between ideas are
transitions generally illogical.
lacking.

vocabulary shows a good exhibits generally exhibits some lacks control over lacks control over
vocabulary range competent language problems in diction diction and syntax diction and syntax
and good command use with some and syntax but they which interferes which interferes with
of the language. awkwardness in do not interfere with meaning. meaning.
syntax. with readability.

mechani contains only contains some contains many contains serious local, global and
cs occasional common common punctuation, syntax errors will
punctuation, punctuation, punctuation, capitalization appear and interfere
capitalization capitalization capitalization spelling, usage, with meaning.
spelling, usage and spelling, usage and spelling, usage and and esl errors
esl errors. esl errors. esl errors, though which interfere
the errors are not with meaning.
frequent enough
to be distracting.
EVALUATION:
The semester is divided in Two Terms. The Grade for the FIRST TERM will be attained as follows:

October 8th: Introduction, getting to know each other. October 9th. Diagnostic Test
Three Written Quizzes: 2.5 points. (Quiz U 1,2: October 21st, Quiz U 3,4: November 4th; Quiz U 5,6: November 20th)
Three Oral Quizzes: 2.5 points. (Oral U 1,2: October 22nd; Oral U 3,4: November 5th; Oral U 5,6: November 21st)
Three Compositions: 2.0 points.
Six Classwork / Homework: 3.0 points.
Entering grades: November 21st 22nd, 2014.

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


Three Written Quizzes: 1.25 points. (Quiz U 7,8: December 4th; Quiz U 9,10: December 16th; Quiz U 11,12: January 22nd)
Three Oral Quizzes: 1.25 points. (Oral U 7,8: December 5th; Oral U 9,10: December 17th; Oral U 11,12: January 23th)
Three Compositions: 1 points.
Six Classwork / Homework: 1.5 points.
One Institutional Test: 5 points. (Written Test /2.5 January 26th. Test Grading on January 27th ,28th. Oral Test /2.5 on
January 29th, 30th).
Entering grades: January30th 31st, 2015.

Supplementary: February 3rd. 4th.

Entering grades: February 5th 6th, 2015.

Ibarra, October 6th, 2014

g)
CAIs PROFFESSOR

Elaborated by: CAI Teachers. Based on: Alcides Aranda Arandas model.