PFLE Teacher's Manual (December 2010)

Last update: December 2010
DIRECCIÓN GENERAL DE DOCENCIA DE PREGRADO

CENTRO DE CIENCIAS SOCIALES Y HUMANIDADES
DEPARTAMENTO DE IDIOMAS
COORDINACIÓN DE LOS PROGRAMAS DE
FOMENTO AL SEGUNDO IDIOMA Y FOMENTO A LAS LENGUAS EXTRANGERAS
1
INDEX
DOCUMENT PAGE
 Index
 Explanation
TEACHER’S ONLINE PORTFOLIO
 Course Plan/Scheme of Work/ Lesson Plan 36
 Grade book: Excel file via email 39
 Team Teaching Report 40
 Exam Feedback 41
 Reflection (Activity in online workshops count as reflection) 43
 Performance Tasks (uploaded to Moodle)
ADDITIONAL TEMPLATES
10.Learner Needs Analysis 45
11.Learner Survey I 47
12.Learner Survey II 48
13.Listening and Speaking Rubric 49
14.Writing Rubric 50
15.Reading Strategies 51
16.Grasps 56
17.Six Facets of Understanding 57
18.Questioning for Understanding 58
19.References 59
2
A letter to you…
Dear Teacher (Facilitator),
The objective of having a teacher’s manual is to provide an instrument to reflect on how curriculum, assessment,
and instruction link together as they pertain to the objectives and interests of the English language learner. Through
backward design, we seek to understand what is worthy of understanding, what is evidence of understanding, and
what learning experiences best promote understanding (Department of Education…, 2004).
The manual begins with the syllabi offered in the Fomento program. This better orientates the English language
facilitator as to what the student should already know, what they are to learn during the present course, and what
they will learn in future Fomento courses.
The next section of the manual contains forms that the facilitator may use throughout the semester in order to share information
between students, educators, and coordinators. The first three forms (course plan, scheme of work, and lesson plan) serve only
as a guide. If you have a particular layout that you follow for planning your class, feel free to use it.
The third part of the manual includes an Excel file with the learners’ grades. An Excel spreadsheet is provided in Moodle and
should be used to help keep track of the learners’ achievement. This grade book is to be given to the coordinators at the end of
the semester as part of the portfolio.
The Team Teaching report/Observation report is an instrument intended to help facilitators reflect and share information and
experiences in the classroom. Each semester, each facilitator will team up with another facilitator and team-teach a class. Each
facilitator will fill out his or her own report and include it in each respective portfolio. It is expected that each report is different
since it is common to have different perspectives from a single experience. Coordination with post signup dates in Yahoo Groups
required for team teaching participation. In the event that team teaching is not possible, individual observations will be
conducted.
An exam/quiz feedback template is provided to give facilitators means of communicating ways of improving the way we assess
the language learner. Due dates for submitting feedback templates will be posted in Yahoo Groups, but will generally be a week
after each examination.
A needs analysis template is provided and should be given out to the language learners the first day of classes. Aside from
helping the facilitator design appropriate instruction, this will also serve as a basis of reflection on the part of the facilitator that will
be included in his or her portfolio.
Reflections should be based on the needs analysis of the class and should share experiences (positive/negative) on the
semester. This reflection may include additional resources used in class, activities that were successful or could be changed in
the future to better the educational experience, and/or any other general comments about the facilitator’s experience teaching in
Fomento.
The templates and information included at the end of the manual are intended to assist the facilitator if needed. The forms are
not required when submitting the final portfolio at the end of the semester.
Completion of the portfolio is part of the teacher evaluation (evaluación al desempeño de jefes de departamento a profesores).
Suggestions are always welcome regarding changes to the portfolio in its current form. If we all work together (students,
facilitators, and coordinators), we can continue to improve the quality of education we are providing!
Cordially,
Benjamin Stewart
"Education is not the filling of a bucket, but the lighting of a fire."

- W B Yeats
Reference:
Department of Education Tasmania: Principles of Backward Design. (2004). Retrieved on December 14, 2006 from
http://www.ltag.education.tas.gov.au/planning/models/princbackdesign.htm
3

2001
COORDINACIÓN DEL PROGRAMA DE FOMENTO AL SEGUNDO IDIOMA (PFSI) Y
2006
PROGRAMA DE FOMENTO A LAS LENGUAS EXTRANJERAS (PFLE)
ENGLISH I (BASIC LEVEL)
HOURS OF THEORY AND PRACTICE: 80 UNDERGRADUATE: LICENCIATURA Y TÉCNICO SUPERIOR
DESCRIPTION
This course is the first of four courses of PFSI and the first of eight courses of PFLE. This course prepares the English
language learner (ELL) to improve understandings through explanation, interpretation, application, perspective, empathy, and
self-knowledge by communicating in English. A holistic learning design will focus on the integration of the following strands
at a A.1.1 level: listening, speaking, writing, viewing, and representing, with an emphasis in reading comprehension.
COURSE OBJECTIVE
The learner will begin to understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction
of needs of a concrete type. The learner will also begin to be able to introduce him/herself and others and can ask and
answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Finally,
the learner will begin to interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
UNIT 1 (New American Inside Out Book 1, Units 1, 2, &3)
Students will understand that:

a) Learning a second language makes people feel self-confident when traveling.
b) People end up working at jobs they like and dislike for different reasons.
c) How has the concept of family changed over time?
Essential Questions:
1. How should one prepare for a trip abroad?
2. How does one’s job reflect one’s personality?
3. How does your relationship with your family define you (i.e. your identity) as an individual?
Students will know related grammar, vocabulary, pronunciation and subject matter.
Students will be able to produce and interpret appropriate language using a variety of strategies (e.g. meta-cognitive,
cognitive, socio-affective, compensating, etc.)
Performance Tasks:
 Create a concept map of friends and family and explain it to various groups (i.e. like and unlike, good and bad
experiences, aging/maturing, etc.)
 Create a concept map of items found in different types of related rooms (i.e. home, office, factory doctor’s office,
etc.)
 Recall a previous event in your life where you and a family member (or friend) had a misunderstanding and the
effects that misunderstanding had on you and others. Illustrate the event (i.e., poster board) and tell the story.
UNIT 2 (New American Inside Out Book 1, Units 4, 5, & 6)

a) Individuals express their differences in ways that are culturally driven.
b) The concept of time is culturally driven.
c) Scheduling one’s day can lead to a more productive and enjoyable lifestyle.
d) Creating a successful festival requires accepting a wide variety of perspectives that are representative of a culture
4
Essential questions:
1. How do people demonstrate their individuality?
2. When is it appropriate to not respect the concept of time within a particular cultural context?
3. How can scheduling your day lead to a healthier lifestyle?
4. How can local festivals (e.g., Fair of San Marcos) lead to unexpected problems for local citizens?
Performance Tasks:
 In groups of three, assume you are a marriage counsel and are responsible for conducting a counseling session
where you must demonstrate the different perspectives between a husband and wife (who happen to be having
difficulties resolving a conflict). Offer solutions that might help resolve their disagreements.
 A family member or friend is having a birthday and you want to throw him/her a surprise party. In groups of four, see
who can design the coolest party at the cheapest price.
 Design a healthy dietary plan for a busy, city dweller and explain.
 Prepare a resume and include a personal section that includes related interests and experiences.
UNIT 3 (New American Inside Out Book 1, Units 7 & 8)
Students will understand that...

a) Practicing extreme sports might be risky
b) Being alone is a good way to make up your mind.
c) Important events in life are forever.
d) People choose when going on vacation their stay according to their needs.
1. How can practicing extreme sports be harmful?

2. How do memorable days mark each one’s life?
3. When is being alone beneficial?
4. What special characteristics/facilities do people look for in hotels?
Performance Tasks:
 Conduct an interview role-play while other groups members critique it.
 In a role-play, try to convince a costumer to buy a time-share in a hotel in Puerto Vallarta.
 Senior students are about graduating, offer them a graduation trip. Offer the different water sports they can do.
METHODOLOGY
English language learners will work with facilitator to organize both task and content-based instructional activities that
achieve understandings based on unit objectives. To understand means that ELLs can explain, can interpret, can apply,
have perspective, can emphasize, and have self-knowledge (Wiggins and McTighe , 2005, p. 84). Based on a classroom
needs analysis, authentic activities will be designed to allow learners to work individually, in pairs, and in groups; in part,
through the use of technology. The teacher will provide opportunities for students to make use of cognitive, meta-cognitive
and compensating reading strategies. Assessment will be in the form of observations and dialogues, tests and quizzes,
5
academic prompts, performance tasks, and rubrics evaluating proficiencies in production and interpretation of the English
language.
ASSESSMENT FOR WINTER/SUMMER CLASSES (INTENSIVOS):
INSTRUMENT POINTS
2 PARTIAL EXAMS (53 points each) 106
1 FINAL EXAM 107
QUIZZES (MINIMUM OF TWO) 68
READING EXERCISES 34
HOMEWORK, PARTICIPATION, WORKBOOK 25
TOTAL 340 POINTS
ASSESSMENT FOR SPRING/FALL CLASSES (EXTENSIVOS):
INSTRUMENT POINTS
1 FINAL EXAM 107
CAADI 25_________
TOTAL 340 POINTS
CAADI requires the development of a portfolio, which includes the following:
FIRST REPORT (worth 12.5 points) SECOND REPORT (worth 12.5 points)
1. 4 HOURS ATTENDANCE MINIMUM  4 HOURS ATTENDANCE MINIMUM
2. CONVERSATION CLUB OR CAADI  CONVERSATION CLUB OR CAADI
WORKSHOP WORKSHOP
3. 2 WORKSHEETS  2 WORKSHEETS
Due dates for the 1st and 2nd CAADI reports are posted in CAADI. If learner fails to present CAADI reports to the
facilitator by or before these dates, no points will be given to each respective report. Moreover, CAADI attendance,
conversation clubs, and worksheets are to be completed in full. Failure to complete any one of these will mean losing
points for each respective report.
NOTE:
1. Learner needs a minimum of 272 points to get an A (acreditado); otherwise, learner will be given an NA (no
acreditado).
2. Minimum of 80% classroom attendance is required; if not, learner will get an SD (sin derecho). Attendance will be
taken each day for classes that meet Monday through Friday. For Saturday classes and intensive classes, attendance
will be taken once at the beginning of class and again after the break.
REFERENCE
Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Elementary A. Macmillan
Publisher Limited (Student books and workbook).
Lucatoni, P. (2003) Key English Test (KET). Spain: Longman
Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd Edition) Upper Saddle River, New Jersey,
Columbus, OH: Pearson.
6
STUDENT PROGRESS AND REFLECTION
Progress
Cursos 1st Partial 1st Quiz 2nd Partial 2nd Quiz Reading Focus CAADI TOTAL points you have
Extensivos exam correct/points
possible (%)
Points you have
correct
Points Possible
Cursos 1st Partial 1st Quiz 2nd Partial 2nd Quiz Reading Focus -- TOTAL points you have
Intensivos exam correct/points
possible (%)
Points you have
correct
Points Possible
Reflection
Language functions Grammar Vocabulary Listening Speaking Reading Writing
My objectives
for Unit I are…
My objectives
for Unit II are…
My objectives
for Unit III are…
7

2001
2006
ENGLISH II (BASIC LEVEL)
DESCRIPTION
This course is the second of four courses of PFSI and the second of eight courses of PFLE. This course prepares the English
COURSE OBJECTIVE
The learner will understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs
of a concrete type. The learner will also be able to introduce him/herself and others and can ask and answer questions about
personal details such as where he/she lives, people he/she knows and things he/she has. Finally, the learner will interact in
a simple way provided the other person talks slowly and clearly and is prepared to help.
UNIT 1 (New American Inside Out, Elementary, units 9, 10, &11)

a) Beauty is in the eye of the beholder
b) Enjoying a vacation depends on a personals background and personality
c) One’s diet can lead to both positive and negative learning experience at the collegiate level
1. How does one “transmit” beauty?
2. How do you plan for a vacation in such a way that assures that everyone will have an enjoyable time?
3. Why is it important to eat right when attending school?
Students will be able to produce and interpret appropriate language using a variety of strategies (.e.g. meta-cognitive,
cognitive, socio-affective, compensating, etc. )
Performance Tasks:
 You are an interior designer, redesign your bedroom and explain the reasons you made those changes.
 Your job is to create a diet for a pregnant woman who has hard times struggling with its weight and that suffers from
diabetes.
 You are the fashion style of three celebrities; decide what they are going to wear to present a new book to be part of
a dancing festival and to go to a formal dinner.
UNIT 2 (New American Inside Out Elementary, units 12, Review, 13 & 14)

a) The most valuable things have no price.
b) Morning routines vary according to personalities.
c) Most people have talents, but sometimes they are hidden.
d) Sometimes people do not know they have hidden talent.
e) Everything on TV is not always as it appears.
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1. Why is money never enough?
2. What does your money routine depend on?
3. How do people really see you?
4. Why is reality TV very popular?
Performance Tasks:
 You are the financial advisor of a housewife; teach her hoe to spend her money.
 You are the judge in a talent show, explain the participants their best and worst attributes.
 Present the news as on TV.
UNIT 3 (New American Inside Out Elementary, units 15, 16 and Review)

a) Old friends are not always how they use to be.
b) Driving to somewhere can be the best or worst experience ever.
c) Similar characteristics can be found according to your profession.
c) Personal characteristics can be related to your occupation.
1. Why do people change over the years?
2. How can driving be annoying and relaxing for people?
3. Why are some abilities proper of some jobs?
4. Students will know related grammar, vocabulary, pronunciation and subject matter.
Performance Tasks:
 Bump into an old friend and (explain) catch up all things you have done since you graduated from high-school.
 Pretend you are taking driving lessons and your instructor explains what you have to do in case you find unexpected
things.
 Create an application from where you explain what characteristics might help you in your job. Apply for the job and
decide if the person is qualified.
 Create a debate over global warming.
METHODOLOGY
achieve understandings based on unit objectives. To understand means that ELLs can explain, can interpret, can apply,
have perspective, can emphasize, and have self-knowledge (Wiggins and McTighe , 2005, p. 84). Based on a classroom
needs analysis, authentic activities will be designed to allow learners to work individually, in pairs, and in groups; in part,
through the use of technology. The teacher will provide opportunities for students to make use of cognitive, meta-cognitive
and compensating reading strategies. Assessment will be in the form of observations and dialogues, tests and quizzes,
language.
9
INSTRUMENT POINTS
1 FINAL EXAM 107
TOTAL 340 POINTS
INSTRUMENT POINTS
1 FINAL EXAM 107
CAADI 25_________
TOTAL 340 POINTS
 4 HOURS ATTENDANCE MINIMUM  4 HOURS ATTENDANCE MINIMUM
 CONVERSATION CLUB OR CAADI  CONVERSATION CLUB OR CAADI
WORKSHOP WORKSHOP
 2 WORKSHEETS  2 WORKSHEETS
conversation clubs, and worksheets are to be completed in full. Failure to complete any one of these will mean
losing points for each respective report.
NOTE:
acreditado).
taken each day for classes that meet Monday through Friday. For Saturday classes and intensive classes,
attendance will be taken once at the beginning of class and again after the break.
REFERENCE
Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Elementary B. Macmillan
10
Progress
possible (%)
Points you have
correct
Points Possible
possible (%)
Points you have
correct
Points Possible
Reflection
My objectives
for Unit I are…
My objectives
for Unit II are…
My objectives
for Unit III are…
11

2001
2006
ENGLISH III (BASIC LEVEL)
DESCRIPTION
This course is the third of four courses of PFSI and the third of eight courses of PFLE. This course prepares the English
COURSE OBJECTIVE
The learning will begin to understand sentences and frequently used expressions related to areas of most immediate
relevance (e.g. very basic personal and family information, shopping, local geography, employment). The learner will also
begin to communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and
routine matters. Finally, the learner will begin to describe in simple terms aspects of his/her background, immediate
environment and matters in areas of immediate need.
UNIT 1 (New American Inside Out, Pre-Intermediate, units 1, 2)

a) Parents choose their children’s name for different reasons.
b) People live urban and rural places for a variety of practical reasons.
1. What’s in a name? Why do people choose their children’s name?
2. How do people decide where they are to live??
Performance Tasks:
 You work at a travel agency and a newlywed couple has asked you advice as to where they should spend their
honeymoon. Create any visuals. (I.e. brochures, pamphlets, photos, videos, etc. to support your discussion.
 You just came back from a long trip, show your pictures to your friends and describe the places you visited.
 You are married and expecting a baby, decide on what name you are going to give to your baby. Give reasons.
UNIT 2 (New American Inside Out, Pre-Intermediate, Units 3, Review & 4)

a) Getting too personal depends on one’s disposition
b) Resolving conflict is part of any worthwhile relationship
c) Shopping for someone means really knowing that person
1. What makes a successful relationship?
2. What makes a person your best friend?
3. Why some people are considered shopaholics?
12
Performance Tasks:
 You offer marriage counseling to famous couples, give advice to save their marriage considering they are on the
spotlight.
 You are a school counselor and your job is to provide advice in scheduling three of your classmate’s week so that
you are better prepared to succeed academically at school as well as maintain a healthy diet.
 You are a financial counselor and your job is to offer financial assistance to a student with students’ loans.
 You are a fashion designer and you have to introduce your new collection to fashion experts explain what your
inspiration was and give a detailed explanation of your outfits.
UNIT 3 (New American Inside Out, Pre-Intermediate, units 5, 6 & Review)

a) Certain types of sports are culturally based
b) People choose professions for a variety of reasons
c) Similarities and differences in personality are caused by both nature and nurture
1. What roles does culture play in certain types of training that pertain to Mexican culture?
2. What makes a good job?
3. How do you identify yourself when you are with family and friends?
Performance Tasks:
 Provide a presentation introducing a new business that you think would be successful in Aguascalientes. Your
success depends on how well you influence potential investors.
 Imagine you are counselor and have been asked to work with a family in order to resolve a personal conflict (of your
choice). You will be assessed on how you express the different perspectives of each family member and/or friends
that are connected with the person with the conflict and how the conflict might be managed.
METHODOLOGY
achieve understandings based on unit objectives. To understand, as defined by Wiggins and McTighe, means that ELLs
can explain, can interpret, can apply, have perspective, can emphasize, and have self-knowledge (2005, p. 84). Based on a
classroom needs analysis, authentic activities will be designed to allow learners to work individually, in pairs, and in groups;
in part, through the use of technology. The teacher will provide opportunities for students to make use of cognitive, meta-
cognitive and compensating reading strategies. Assessment will be in the form of observations and dialogues, tests and
quizzes, academic prompts, performance tasks, and rubrics evaluating proficiencies in production and interpretation of the
English language.
13
INSTRUMENT POINTS
1 FINAL EXAM 107
TOTAL 340 POINTS
INSTRUMENT POINTS
1 FINAL EXAM 107
CAADI 25_________
TOTAL 340 POINTS
FIRST REPORT (worth 12.5 points)

 4 HOURS ATTENDANCE MINIMUM
 CONVERSATION CLUB OR CAADI WORKSHOP
 2 WORKSHEETS
SECOND REPORT (worth 12.5 points)

 2 WORKSHEETS
NOTE:
acreditado).
REFERENCE
Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Pre Intermediate A.
Macmillan Publisher Limited (Student books and workbook).
Wiggins, G., & Mc.Tighe, J. (2005). Understanding by Design (Expanded 2nd Edition) Upper Saddle River, New Jersey,
14
Progress
possible (%)
Points you have
correct
Points Possible
possible (%)
Points you have
correct
Points Possible
Reflection
My objectives
for Unit I are…
My objectives
for Unit II are…
My objectives
for Unit III are…
15

2001
2006
ENGLISH IV (BASIC LEVEL)
DESCRIPTION
This course is the fourth and final course of PFSI and the fourth of eight courses of PFLE. This course prepares the English
self-knowledge by communicating in English. A holistic learning design will focus on the integration of the following strands at a
A.2.2 level: listening, speaking, writing, viewing, and representing, with an emphasis in reading comprehension.
COURSE OBJECTIVE
The learner will understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very
basic personal and family information, shopping, local geography, employment). The learner will also communicate in simple and
routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Finally, the learner will
describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
UNIT 1 (New American Inside Out, Pre-Intermediate, units 7 & 8)

a) Society is and is not realizing the results of climate change
b) Making a first impression may or may not contribute to a successful, long-term relationship
1. Why is “thinking green” a hot topic today?
2. How do first impressions affect one’s view of someone over time?
Students will be able to produce and interpret appropriate language using a variety of strategies (.e.g. meta-cognitive, cognitive,
socio-affective, compensating, etc.)
Performance Tasks:
 Design a mini-project to make people aware about the importance of thinking green and the consequences of global
warming.
 You are an academic counselor in a high school; give options of majors according to their interests, abilities and
working opportunities.
 Your task is to counsel a foreign student on correct dating practices in your country. Provide a how-to video that
explains the dos and don’ts of getting to know someone for the first time.
UNIT 2 (New American Inside Out, Pre-Intermediate, units 9, Review & 10)

a) One’s facial features say a lot about one’s personality.
b) One’s outlook on life can have positive physical benefits as well
1. How can a smile express how one feels?
2. How do past events affect you as either an optimist or pessimist?
3. What changes can you make on a daily basis that can positively affect your future health?
16
Performance Tasks:
 You are a psychoanalyst and you have to evaluate your patients’ behavior through their face features and body
language. Create a report of what you observed in your patients.
 Your family is going camping and you have been elected to schedule the entire trip in order that each person enjoys
him/herself. Present your plan to your family and anticipate their responses.
 You work for a morning TV show that will run a special on how to change your lifestyle in order to conduct a more
productive life. Your goal is to know your audience and to determine the best advice to give.
UNIT 3 (New American Inside Out, Pre-Intermediate, units 11, 12 & Review)

a) Pets provide emotional attachment that lead individuals to feel they are a part of the family
b) Choosing the perfect pet means considering one’s own lifestyle.
c) A change in climate can lead to change in behaviors and attitudes.
1. Why are some people attached to their pets?
2. How does one decide whether or not to get a pet?
3. What makes a worthwhile journey?
Performance Tasks:
 You work in a pet shop, one of your clients wants to get a pet, but he/she needs it to have certain characteristics. Give
him/her different opinions and explain the advantages and disadvantages of buying it.
 You are a travel agent and a family (your classmates) has asked that you plan a trip for their next vacation.
 The family is very impatience and demanding (e.g. they are wanting to do a lot of different things during their vacation)
and will remain at your desk until you have made all the appropriate reservations (i.e., transportation, hotel
accommodations, etc.)
METHODOLOGY
English language learners will work with facilitator to organize both task and content-based instructional activities that achieve
understandings based on unit objectives. To understand, as defined by Wiggins and McTighe, means that ELLs can explain,
can interpret, can apply, have perspective, can emphasize, and have self-knowledge (2005, p. 84). Based on a classroom needs
analysis, authentic activities will be designed to allow learners to work individually, in pairs, and in groups; in part, through the
use of technology. The teacher will provide opportunities for the students to make use of cognitive, meta-cognitive and
compensating reading strategies. Assessment will be in the form of observations and dialogues, tests and quizzes, academic
prompts, performance tasks, and rubrics evaluating proficiencies in production and interpretation of the English language.
17
INSTRUMENT POINTS
1 FINAL EXAM 107
TOTAL 340 POINTS
INSTRUMENT POINTS
1 FINAL EXAM 107
CAADI 25_________
TOTAL 340 POINTS

 2 WORKSHEETS

 2 WORKSHEETS
NOTE:
acreditado).
REFERENCE
Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Pre Intermediate B.
18
Progress
possible (%)
Points you have
correct
Points Possible
possible (%)
Points you have
correct
Points Possible
Reflection
My objectives
for Unit I are…
My objectives
for Unit II are…
My objectives
for Unit III are…
19

2001
2006
ENGLISH V (INTERMEDIATE LEVEL)
HOURS OF THEORY AND PRACTICE: 80: UNDERGRADUATE: LICENCIATURA Y TÉCNICO SUPERIOR
DESCRIPTION
This course is the fifth of eight courses of PFLE. This course prepares the English language learner (ELL) to improve
understandings through explanation, interpretation, application, perspective, empathy, and self-knowledge by communicating in
English. A holistic learning design will focus on the integration of the following strands at a B1.1 level: listening, speaking,
writing, viewing, and representing, with an emphasis in reading comprehension.
COURSE OBJECTIVE
At the end of the course, learners will begin to understand main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc.; will begin to deal with most situations likely to arise whilst traveling in an area where
the language is spoken; will begin to produce simple connected text on topics, which are familiar, or of personal interest; will
begin to describe experiences and events, dreams, hopes, and ambitions; and briefly give reasons and explanations for opinions
and plans. (B1.1: Threshold)
UNIT 1 (New American Inside Out, Intermediate, Units 1 & 2)

a) An individual’s view of friendship is based on past experiences.
b) People go “above and beyond” what they normally might when they are asked or required to perform under stressful
conditions.
1. How do you resolve conflict with your friends?
2. How do you choose your friends?
3. When have you been asked to do something you thought you could never do? How did you deal with this situation?
Performance Tasks:
 You are in charge of the friends-reunited web-side. Arrange a reunion of ex-classmates from a specific generation and
school.
 Organize a party for ex-classmates and talk about the differences and similarities you find in them.
 You are a TV host of a talk show and are interviewing individuals you are addicted to adrenaline rushes. As the host,
you must entertain both the quests and the audience.
 You are a TV producer and must create a “Survivor-like” show. You should consider all aspects needed in making a
successful (i.e., high ratings) show.
20
UNIT 2 (New American Inside Out, Intermediate, Unit 3, Units 3, Review A, & 4)

a) An individual’s view of family is based on past experiences
b) Social protocol when dating has much to do with one’s socio-cultural background
c) Festivities are representative of a groups socio-cultural attributes and are historically based
d) Special events can produce long-lasting memories
1. Why is it important to follow social protocols when dating?
2. How and why have festivals changed over time?
3. How can the same festive experience be interpreted both “good” and “bad”?
Performance Tasks:
 You are a match-maker and have to advise your clients about the social protocols to follow when dating. Represent the
before and after the advisory session and the final result.
 You are a historian. You are studying the most important festivities and traditions from over the world. Present the
festivities you found more interesting in class.
 You are the host of a reality TV. called “globetrotting”. Film an episode that shows the traditions of this place.
 You are a party planner; your job is to convince an important person to hire you as the planner of his/her event. Present
your idea so that he/she is convincing about your job.
UNIT 3 (New American Inside Out, Intermediate, units 5, 6 and Review B)

a) Eating habits depend on a person’s daily routine
b) One’s eating habits change over time
c) The concept of time is culturally based
d) Working harder does not mean working smarter
1. How and why has fast-food become so prevalent around the world?
2. How does the concept of time differ in Mexico in relation to other parts of the world?
3. What decisions do you make on a daily basis that affects (for better or worse) your diet?
Performance Tasks:
 You suffer from diabetes and overweight, and need to go on a diet. As a nutriologist, you are asked to create a diet for
your patient that will help the person better maintain the disease. Present problems your patience might face if your
diet is not followed properly.
 You are a producer for the TV problem Iron Chef. You must create a program that allows chefs to compete for the best
meal.
 Create a talk show to introduce an expert on time management. Your audience are those who struggle with prioritizing
their commitments. Your goal is to make clear recommendations that will help your audience in a practical way
21
METHODOLOGY
English language learners will work with facilitator to organize both task and content-based instructional activities that achieve
understandings based on unit objectives. To understand, as defined by Wiggins and McTighe, means that ELLs can explain,
can interpret, can apply, have perspective, can emphasize, and have self-knowledge (2005, p. 84). Based on a classroom needs
analysis, authentic activities will be designed to allow learners to work individually, in pairs, and in groups; in part, through the
use of technology. Assessment will be in the form of observations and dialogues, tests and quizzes, academic prompts,
performance tasks, and rubrics evaluating proficiencies in production and interpretation of the English language.
INSTRUMENT POINTS
1 FINAL EXAM 107
ACADEMIC EXERCISES 34
TOTAL 340 POINTS
INSTRUMENT POINTS
1 FINAL EXAM 107
CAADI 25_________
TOTAL 340 POINTS

 2 WORKSHEETS

 2 WORKSHEETS
NOTE:
acreditado).
REFERENCE
Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Intermediate A. Macmillan
22
Progress
Cursos 1st Partial 1st Quiz 2nd Partial 2nd Quiz Academic CAADI TOTAL points you have
Extensivos exam Focus correct/points
possible (%)
Points you have
correct
Points Possible
Cursos 1st Partial 1st Quiz 2nd Partial 2nd Quiz Academic -- TOTAL points you have
Intensivos exam Focus correct/points
possible (%)
Points you have
correct
Points Possible
Reflection
My objectives
for Unit I are…
My objectives
for Unit II are…
My objectives
for Unit III are…
23
CENTRO DE CIENCIAS SOCIALES YHUMANIDADES

2001
2006
INGLÉS VI (INTERMEDIATE LEVEL)
DESCRIPTION
This course is the sixth of eight courses of PFLE. This course prepares the English language learner (ELL) to improve
understandings through explanation, interpretation, application, perspective, empathy, and self-knowledge by communicating
in English. A holistic learning design will focus on the integration of the following strands at a B1.2 level: listening, speaking,
writing, viewing, and representing, with an emphasis in reading comprehension.
COURSE OBJECTIVE
At the end of the course, learners will understand main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc.; will deal with most situations likely to arise whilst traveling in an area where the
language is spoken; will produce simple connected text on topics, which are familiar, or of personal interest; will describe
experiences and events, dreams, hopes, and ambitions; and briefly give reasons and explanations for opinions and plans.
(B1.2: Threshold)

a) The way in which writers create a news headline can attract the reader to the article
b) Planning a vacation trip requires understanding the vacationer(s)
c) Celebrities struggle with privacy issues in many different ways.
1. How can a society combat crime?
2. How should celebrities deal with the spotlight?
3. How and why do people decide to travel?
Performance Tasks:
 You are part of a Crime Scene Investigation. Reconstruct the facts to solve and get the criminal. Represent the
whole scene and get the criminal.
 You are a famous celebrity and your name has just appeared on the tabloids for something you said with no
intention. Face the media and explain what really happened.
 You are married and want to please your couple to go on a trip. Go to a travel agency and ask for well
recommended places to visit.
 You work for a travel agency and you have been asked to schedule a vacation for a family that has certain cultural
interests. You must find out what those interests are and then present two options for traveling that are based on
these interests. The vacation that you choose must also be within their budget.
24
UNIT 2 (New American Inside Out, Intermediate, Unit 9, Review C and Unit 10)

a) Stereotypes categorize groups of people and can influence one’s perception
b) Movies are often inspired from books but may offer a difference in the interpretation of the story
c) It takes a village to raise a child
1. How do stereotypes lead to conflicts?
2. When are stories depicted in books better than in movies?
3. How does what a child or young adult learns at school differ than what the individual learns at home?
Performance Tasks:
 You are promoting a movie in a foreign country. Explain the role of your character and what the movie is about.
Support yourself on the other characters.
 You are a family counselor and your job is to work with parents and their children in order to help the children
overcome being ridiculed at school by the way the individual dresses. The parents are not handling the situation well
and they need your expertise in explaining what the children feels and what is happening at school. Your job will be
considered complete when you help the parents to understand and to reinforce their relationship with their children.
Help the parents by producing a chart of possible situations and possible solutions, providing examples.
 You are the author of an important book. Present your book to your fans and explain what it is about and how the
story might be made into a movie.
UNIT 3 (New American Inside Out, Intermediate, Unit 11, Unit 12 and Review D)

a) People do things they later regret
b) Age can influence the emotion of love
c) First impressions are not everything
1. How should one deal with regret?
2. Should there be an “age requirement” in order to get married?
3. How first impressions can influenced subsequent interactions?
Performance Tasks:
 You work for a famous TV show and are asked to report a red-carpet event. Ask the celebrities what they are
wearing and discuss their clothing choices as good or bad.
 You work as a psychologist, and have a single mother and son as patients. Try to mend their relationship by
analyzing what causes them to be apart from each other and what originally caused their difficult relationship.
 You work for the famous TV show what not to Wear. Surprise someone by providing this person with an extreme
makeover. Your goal is to change the person’s image for the better.
25
METHODOLOGY
in part, through the use of technology. Assessment will be in the form of observations and dialogues, tests and quizzes,
language.
INSTRUMENT POINTS
1 FINAL EXAM 107
TOTAL 340 POINTS
INSTRUMENT POINTS
1 FINAL EXAM 107
CAADI 25_________
TOTAL 340 POINTS
WORKSHOP WORKSHOP
NOTE:
acreditado).
REFERENCE
Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Intermediate B.
26
Progress
possible (%)
Points you have
correct
Points Possible
possible (%)
Points you have
correct
Points Possible
Reflection
My objectives
for Unit I are…
My objectives
for Unit II are…
My objectives
for Unit III are…
27

2001
2006
ENGLISH VII (INTERMEDIATE ADVANCED)
DESCRIPTION
This course is the seventh of eight courses of PFLE. This course prepares the English language learner (ELL) to improve
basic interpersonal communicative skills (BICS) and cognitive academic language proficiencies (CALP) through in-class and
outside-of-class activities. Building on understandings from levels 1 through 6, a holistic learning design will focus on the
integration of the following strands at a basic level: listening, speaking, writing, viewing, and representing, with specific
academic purposes.
COURSE OBJECTIVE
English language learners (ELLs) will begin to understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialization. Ells will begin to express him/herself fluently and
spontaneously without much obvious searching for expressions. Ells will begin to use language flexibly and effectively for
social, academic and professional purposes. Ells will begin to produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organizational patterns, connectors, and cohesive devises. (B2.1: Vantage)

a) How you see yourself may be different than how others see you
b) The clothes one wears may or may not tell a lot about the person.
c) House guests can be both an enjoyable experience and a nuisance
d) Bringing a significant other home to meet the parents rests in both cultural and family traditions
1. How does your own self-image influence how others feel about you?
2. When is it appropriate to bring your boyfriend or girlfriend home to meet your parents?
3. How important is having your parents’ approval when selecting friends or boy/girlfriends?
4. How much of what you wear represents what you are about?
5. How much thought goes into buying new clothes?
6. When do house guests overextend their welcome?
Performance Tasks:
 You are a family counselor and your job is to work with some parents and their child in order to help the child
overcome being ridiculed at school by the way he/she dresses. The parents are not handling the situation well and
they need your expertise in explaining what the child feels and what is happening at school. Your job will be
considered done when you can help the parents understand and to reinforce their relationship with their child. Help
the parents by producing a chart of possible situations and possible responses, providing examples.
 You are a psychologist; your job is to resolve problems between the parents and their child/children. The child (or
children) complains that his parents never have time to listen, and when they do listen they never understand “a
word he says”. The parents say that they have tried to allow more time at time but their child is not responding in
kind (i.e., the child is not never home). Your job is to resolve the relationship taking into consider both the parents
and child’s perspective.
 You have been together with your girlfriend/boyfriend for a long time and now you want to introduce him to your
family - you think the relationship is setting serious. Plan a get-together so that you can create the best experience
28
possible. Remember to consider who your parents are and the personality of your significant other to assure the
meeting is as pleasant as possible.
UNIT 2 (New American Inside Out, Intermediate, Unit 3, Review A, Unit 4)

a) Money is not necessarily the meaning to happiness.
b) Treasured possessions often worth more than a million dollars.
c) Challenging situations make the human grow tougher.
d) Healthy eating is often forgotten in the every day's life.
1. How much money do you need to get by and how much leads to luxurious living?
2. How is money the root of all evil?
3. Why are treasured possessions often more valued than money?
4. What does it mean to face a challenging situation and how does it help you in your life?
Performance Tasks:
 You work at a food pantry that provides food for low-income families. You have just been informed that you do not
have enough money to provide the health services you offer, and in order to continue for the next six months, you
need $50,000 USD. Your job is to visit various private companies in hope that you can receive donations in this
amount in order to keep the pantry going. Your presentation should include who they are, the services you provide,
and why your service is so important for the local community.
 You have been hired in a company to help them manage their finances. Even though the company has had profits,
it has been running in red numbers. Make a plan to demonstrate that there can be profits as well as good salaries.
Explain thoroughly how the organization would work and who would be responsible for doing what activities.
Present it to the class and compare it to others in your class.
 The principal of a high-school hired you to present the importance of addictions (alcohol, cigarettes, drugs, etc.).
Build up a presentation that includes the results of a case to study, why people cannot stop doing it even when they
know it is bad for their health, and what activities they could do to prevent addictions.
UNIT 3 (New American Inside Out, Intermediate, Unit 5, unit 6 and Review B)
a) Rites of passages are culturally related and based on personal interests and family traditions
b) Superstitions are often simply a result of non-intentional chances in life
c) Vegetarians have a variety of motives that drive eating habits
d) Restaurants waste too much food that can be channeled to helping others who are starving
1. What are some rituals in your culture that you agree or disagree with? How do your personal rituals differ from those
usually associated with your cultural background?
2. How and why have rituals changed over time?
3. What can you do to help prevent hunger?
4. Why do people become vegetarian?
Performance Tasks:
29
 You are a historian trying to find the top five rituals in Mexico. Choose one of them and represent it in a role-play,
after, explain what it consisted about.
 Hunger has become an important issue in our world; create a campaign to make people aware of this problem.
Propose a plan to raise money of get donations to fight this problem.
 The consciousness of a healthy diet rests in the correct planning of food. Present a healthy eating plan that help
people keep fit and with energy to face their everyday routines.
METHODOLOGY
language.

INSTRUMENT POINTS
1 FINAL EXAM 107
TOTAL 340 POINTS

INSTRUMENT POINTS
1 FINAL EXAM 107
CAADI 25_________
TOTAL 340 POINTS
WORKSHOP WORKSHOP
NOTE:
acreditado).
REFERENCE
Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Upper Intermediate A.
30
Progress
possible (%)
Points you have
correct
Points Possible
possible (%)
Points you have
correct
Points Possible
Reflection
My objectives
for Unit I are…
My objectives
for Unit II are…
My objectives
for Unit III are…
31

2001
2006
ENGLISH VIII (LOWER ADVANCED)
DESCRIPTION
This course is the eighth of eight courses of PFLE. This course prepares the English language learner (ELL) to improve basic
interpersonal communicative skills (BICS) and cognitive academic language proficiencies (CALP) through in-class and
outside-of-class activities. Building on understandings from levels 1 through 7, a holistic learning design will focus on the
integration of the following strands at an upper intermediate level: listening, speaking, writing, viewing, and representing, with
specific academic purposes.
COURSE OBJECTIVE
English language learners (ELLs) will understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialization. Ells will express him/herself fluently and spontaneously
without much obvious searching for expressions. Ells will to use language flexibly and effectively for social, academic and
professional purposes. Ells will produce clear, well-structured, detailed text on complex subjects, showing controlled use of
organizational patterns, connectors, and cohesive devises. (B2.2: Vantage)

a) Cosmetic surgery can be addictive.
b) Traveling can relieve stress as well as be a root cause of it
c) Beauty is in the eye of the beholder
1. What are the reasons people go on a trip?
2. Why is cosmetic surgery addictive to some people and how can it be prevented?
3. How can people find ways to interact with strangers when taking a vacation?
4. What makes a person attractive?
Performance Tasks:
 You are the host of a talk-show, interview two people who have gone through cosmetic surgery. Discuss the pros
and cons of it. Mention what advantages and disadvantages you would face when having it.
 You are a relationship counselor and must give advice to a client on how to meet people. Your client is very
reserved (i.e., shy, quiet, etc.) and has trouble making friends. Provide a video or presentation teaching your client
how to be more outgoing. Provide examples of situations and phrases that will help your client meet new friends.
 Planning vacation could be all an issue. You and your friends are trying to spend some time somewhere else in the
world, to give yourselves a break from your routine. Each one mentions the place that would like to visit and the
reasons why it is the best place to go, have a little discussion with your friends and try to convince them of your
place.
32
UNIT 2 (New American Inside Out, Intermediate, Unit 9, Review C, Unit 10)

a) Works of art transmit emotion and perspective
b) Ancient ruins represent an entire life history of civilizations and ethnic groups.
c) Media influences people in ways that is not always positive
d) Information in tabloids can skew reality.
1. What makes the Seven Wonders of the Ancient World wonders? How do the Seven Wonders compare to your own
person seven wonders?
2. When in life have you felt that tabloids exaggerate reality unfairly?
Performance Tasks:
 You are the host of a T.V. show in history channel. Find some ruins nearby your community (any hacienda, old
house, etc.) Create a story of an important event that happened there. Film it and report it to the teacher.
 Pretend you are a tourist guide in Aguascalientes, and make a presentation of the most important places in the city.
Explain the kind of architecture of the buildings, squares, churches, etc.
 Videotape a commercial for any product or program on T.V. Try to convince your audience to buy it or watch. Select
your words appropriately, so it is not too long or too short.
UNIT 3 (New American Inside Out, Intermediate, Unit 11, Unit 12, and Review D)

a) Prioritizing one’s time can oftentimes determine how well a student does in school.
b) Home is where your head lays.
c) House’s furnishing depends on the people’s interests and routines.
1. How do you schedule your time at school and at home to reduce stress?
2. What makes a home (i.e., the physical structure) a home (i.e., the feeling of living in a particular place)?
3. When do you realize that you need to change your priorities in order to be a better student?
4. When looking for a new house to live, what criteria do you consider the most important? Why?
Performance Tasks:
 Pretend you are a real estate agent. You have a very difficult client because he wants it all in a house. He has two
children, a dog and her wife wants to live in a penthouse. Find a place that is proper to their needs, try to convince
them it is the best option and respect their budget.
 You work as a school counselor and one of your counseling students has problems with his grades, you know he is
smart but he does not organize his time properly. Talk to him and try to find a solution this problem so he can raise
his grades.
33
You are in charge of an opening house event, show it and explain the materials used in the house, the design and
architecture. At the end this will be considered a success if somebody buys the house.
METHODOLOGY
language.
INSTRUMENT POINTS
1 FINAL EXAM 107
TOTAL 340 POINTS
INSTRUMENT POINTS
1 FINAL EXAM 107
CAADI 25_________
TOTAL 340 POINTS
WORKSHOP WORKSHOP
NOTE:
acreditado).
REFERENCE
Kay, S., Jones, V., and Gomm, H. Adapted by: Catherine Smith (2008) New American Inside Out Upper Intermediate B.
34
Progress
possible (%)
Points you have
correct
Points Possible
possible (%)
Points you have
correct
Points Possible
Reflection
My objectives
for Unit I are…
My objectives
for Unit II are…
My objectives
for Unit III are…
35
COURSE PLAN
TEACHER’S NAME:
LEVEL/PERIOD: DATE/HOUR: NUMBER OF STUDENTS:
COURSE OBJECTIVE:
WEEK CONTENT OBSERVATION
36
SCHEME OF WORK
TEACHER’S NAME:
UNIT OBJECTIVE:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

CLASS
OBJECTIVE
LANGUAGE
SKILLS
LEARNING
STATEGIES
INTERACTION
PATTERNS
STAGE 1
STAGE 2
STAGE 3
MATERIAL
HOMEWORK
COMMENTS
37
LESSON PLAN
TEACHER’S NAME:
CLASS OBJECTIVE:
ASSUMPTIONS:
ANTICIPATED PROBLEMS:
STAGE/AIM GROUP PROCEDURE TIME

MANAGEMENT
38
Screen clipping taken: 27/07/2007, 7:51 AM
Grade book screenshot
39
TEAM TEACHING
TEACHER’S NAME:
CLASS OBJECTIVE:
Length of lesson (in minutes): ______________________________________________________________________________________

Objectives:
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Teachers giving the lesson:________________________________________________________________________________________
Materials needed:_______________________________________________________________________________________________
Short description of any instruction that leads up to this lesson (if needed):___________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Step-by-step plans for presenting the lesson:
Note – You may include approximate times, if you wish.______________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Short description of any follow-up activities
(optional):______________________________________________________________________________________________________
______________________________________________________________________________________________________________
Comment:______________________________________________________________________________________________________
______________________________________________________________________________________________________________
40
EXAMS FEEDBACK
TEACHER’S NAME:
LEVEL: NUMBER OF STUDENTS: HOUR:
PERIOD: DAYS CLASS MEETS:
What specific things would you change in the exams? List the problem number and rewrite what you think would be more
appropriate)
First Partial Exam

Multiple choice section
Reading section
Listening section
Second Partial Exam

Reading section
Listening section
Final Exam
Reading section
41
Listening section
How difficult were the exams for students?

______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Did the exam cover what you presented in class?

______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Was the level appropriate for your students?

______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
What was the reaction of your students toward the exams?

______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Was the type of questions used in the exams appropriate for evaluating your students?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
GENERAL COMMENTS ABOUT THE EXAMS:

______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
42
REFLECTION
Add your own personal reflection.
43
ADDITIONAL
TEMPLATES
(not necessary for the portfolio)
44
LEARNER NEEDS ANALYSIS

TEACHER’S NAME:
Student’s name:____________________________________________________________________________________________________________
Birthday: __________________ Where were you born? ____________________________________________________________________________
What is your major (i.e., medicine, accounting, economics, etc.)? _____________________________________________________________________
How long have you been studying English? Can you recall any positive or negative learning experience?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
What are your goals for this class? What do you want to learn?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
What are your personal interests outside of school?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
What are some of your hobbies?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
How often do you use the Internet? Do you have access to the Internet at home?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Have you spent time abroad or do you have family/friends that live abroad?
Explain. __________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
What are your strengths and weaknesses when communicating in English?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
45
CIRCLE THE BEST OPTION FOR YOU.

I feel that I learn better… I prefer to be corrected…
A) alone, with the teacher directing the entire class. A) immediately, in front of everyone.
B) in pairs. B) immediately, in private.
C) an small groups, reporting back to the class. C) at the end of the activity, in front of everyone.
D) in large groups completely on your own. D) at the end of the activity, in private.
E) other,
I learn better by… _________________________________________________________
A) doing things. _________________________________________________________.
B) seeing things.
C) hearing things. I prefer my teacher to use this type of evaluation for my speaking…
D) being in physical contact with things. A) self evaluation.
B) peer evaluation.
I like learning by… C) group evaluation.
A) memory. D) teacher evaluation.
B) getting information for yourself.
C) listening. I prefer my teacher to use this type of evaluation for my writing…
D) reading. A) self evaluation.
B) copying off the board. B) peer evaluation.
C) group evaluation.
D) teacher evaluation.
CROSS OUT THE MOST SUITABLE BOX ACCORDING TO THE FOLLOWING: (1 - NOT TRUE AT ALL. 2 - PARTLY TRUE. 3 - TRUE FOR ME).
1 2 3
5. Reading and writing in English is very important for me.
6. Listening and speaking in English is very important to me.
7. Good pronunciation is important to me.
8. I want English for my personal culture - music, films, books.
9. I find English grammar very difficult.
10. I will travel more if my English is better.
11. I have little time to study outside of class.
12. I am only taking this course to help me prepare for the ELASH exam.
13. Increasing my vocabulary is important for me.
14. Visiting CAADI will help me meet my goals for the class.
Other comments you would like your teacher to know in order to achieve your own particular language objectives…
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
46
LEARNER SURVEY I No me gusta Me gusta mucho

Cuestionario 1 2 3 4 5
En clase, me gusta conversar en parejas
1
En clase, me gusta describir ilustraciones
2
En clase, me gusta ver y hablar de películas
3
En clase, me gusta ver y hablar de videos
4
En clase, me gusta escuchar grabaciones
5
Me gusta practicar inglés fuera de clase
6
Me gusta estudiar gramática
7
Me gusta leer libros en inglés
8
Me gusta leer periódicos en inglés
9
Me gusta estudiar solo(a)
10
Me gusta encontrar mis propios errores
11
Me gusta trabajar en ejercicios que nos da el maestro
12
Me gusta aprender por medio de la observación
13
Me gusta escuchar hablar a personas nativas
14
Me gusta hablar con amigos en inglés
15
Me gusta ver la televisión en inglés
16
Me gusta aprender nuevas palabras al escucharlas
17
Me gusta aprender por medio de la conversación
18
Prefiero que el maestro explique todo
19
Me gusta tener un libro de texto para la clase
20
Me gusta tomar notas en mi cuaderno
21
No es cierto En parte es verdad Es cierto para mi
Tengo poco tiempo para estudiar inglés fuera de la clase
22
La buena pronunciación es importante para mi
23
24 Quiero aprender inglés para satisfacer mi intereses personales - música, películas, libros, etc.
25 Estoy tomando esta clase como ayuda solamente para el examen ELASH
26 Mejorar mi vocabulario es importante para mi
27 Visitar CAADI me ayudará a lograr mis objetivos dentro de la clase
47

(2001)
(2006)
Learner Survey II
Alumno de Fomento:
Te pedimos de la manera más atenta escribas algunos comentarios breves acerca de la materia que
cursas en este período con el único objetivo de mejorar y encontrar soluciones a los problemas que
actualmente se presentan. Te agradecemos seas claro y honesto en tus comentarios. La información
que se obtenga es anónima y confidencial para uso exclusivo de esta coordinación.
NOTA: Antes de contestar, toma en cuenta las siguientes especificaciones y recuerda que debes
comentar acerca del profesor y la materia.
 ESCRIBE TRES ASPECTOS POSITIVOS, QUE AYUDAN A LOS ALUMNOS A APRENDER.

TAMBIÉN, ESCRIBE TRES ASPECTOS NEGATIVOS, QUE CONSIDERES QUE NO PERMITEN
QUE EL APRENDIZAJE SEA ASIMILADO DE LA MEJOR MANERA. ORDENA DICHOS
ASPECTOS DEL MÁS IMPORTANTE (1) AL MENOS IMPORTANTE (3).
ASPECTOS POSITIVOS ASPECTOS NEGATIVOS
1) 1)
2) 2)
3) 3)
 ESCRIBE UN COMENTARIO SOBRE CAADI (MATERIAL, ASESORES, CLUBES DE

CONVERSACIÓN, HORARIOS, ATENCIÓN, ETC.) O SOBRE ALGÚN OTRO ASPECTO:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________________________________________________________________________________
48

COORDINACIÓN DEL PROGRAMA DE FOMENTO AL SEGUNDO IDIOMA
NAME:__________________________________________ DATE: ________________ GRADE:__________
LISTENING AND SPEAKING RUBRIC

SCORE COMMENT
COHERENCE AND SEQUENCE
5. Sequenced and coherent ideas.

4. Understandable, but slightly unsequenced and incoherent.
3. Understandable, but hardly links ideas.
2. Almost illogical, difficult to understand.
1. Illogical isolated and unsequenced ideas.
FLUENCY
5. Fluent speech with natural and logical pausing.

4. Slightly hesitating
3. Slow communication.
2. Frequent pauses.
1. Almost impossible communication.
PRONUNCIATION AND INTONATION
5. Excellent pronunciation and intonation.

4. Understandable pronunciation and intonation.
3. Native-language-influenced pronunciation and intonation.
2. Strongly influenced by native language.
1. Poor pronunciation an intonation, it hardens conversation.
LISTENING CONVERSATION
5. Efficient interaction between speakers.

4. Good interaction between speakers.
3. Slow interaction between speakers.
2. Poor interaction between speakers.
1. No interaction between speakers.
GRAMMAR
5. Accurate structure.
4. Good structure, but occasional mistakes.
3. Understandable, but frequent mistakes.
2. Communication because of errors.
1. No communication cause of errors.
VOCABULARY
5. Accurate use of vocabulary.

4. Slightly imprecise use of vocabulary.
3. Understandable but with scarce vocabulary.
2. Affected communication cause of scarce vocabulary.
1. No communication cause of lack of vocabulary.
CREATIVITY
Give an extra point to risk-taking speakers that express more than

what was asked.
TOTAL
49

NAME:__________________________________________ DATE: ________________ GRADE:__________
WRITING RUBRIC
SCORE COMMENT
CONTENT / VOCABULARY
5. Effectively addresses the task; substantive amount of information; varied
and effective vocabulary usage.
4. Addresses the task at some length; begins to vary vocabulary choice;
occasional vocabulary errors but meaning not obscured.
3. Addresses at least part of the task with some substance; limited
vocabulary choice; occasional vocabulary errors but meaning not obscured.
2. Addresses part of the task or copies from a model; irrelevant information;
frequent vocabulary errors of function, choice & usage with meaning
obscured.
1. Little comprehensive information may not address question limited word
choice; repetitions.
ORGANIZATION AND DEVELOPMENT

5. Multi-paragraph with clear introduction, development and conclusion with
connected ideas; appropriate supporting details.
4. Uses details for support or illustration but inconsistent development of
ideas.
3. Limited in appropriate details; insufficient amount of detail or irrelevant
information; trouble sequencing; may indicate paragraphing.
2. Thought pattern can be difficult to follow; ideas not connected, not logical.
1. Weak, incoherent
STRUCTURE
5. Syntactic variety well-formed sentences; few or no grammatical mistakes.
4. Has some control of basic structures; attempts compound sentences,
some complex sentences; errors occasionally distract from meaning.
3. Restricted to basic structural patterns; has some errors; correct usage of
adverbials and conjunctions; goes outside the model.
2. Serious and frequent grammatical errors; meaning obscured; repetitive
sentence structure or copies from a model.
1. Frequent grammatical errors; mostly fragments 2-3 simple patterned
sentences.
MECHANICS
5. Appropriate; mechanical; and spelling conventions
4. Uses periods and capitals with some errors; may use commas with
compound sentences; mostly conventional spelling.
3. Some punctuation and capitalization though frequent errors that distract
from meaning.
2. Frequent errors; Inconsistent use of punctuation; Spelling may distract
from meaning; invented spelling.
1. Lack of mechanics; handwriting and/or spelling obscure meaning.
VOICE
5. Authoritative; Strongly reflects the writer’ intellectual involvement; personal
style is evident.
4. Shows some sense of purpose; some engagement; more personalized;
may provide options and explanations.
3. Emerging voice; some engagement; some personalization.
2. Not so evident.
1. Not evident al all.
CREATIVITY
Give an extra point to risk-taking writers that express more than what was
asked.
TOTAL
50

Classroom Reading Strategies (Levels I- IV)
Here are some reading strategies (Anderson, 1999, pp. 82-83 ) to share with you students. Depending
on the context of your class, some may be used more than others. Review these strategies with you
students, as appropriate, so they are aware of them and are able to use them.
Cognitive Reading Strategies
1. Predicting the content of an upcoming passage or section of the text.
2. Concentrating on grammar to help you understand unfamiliar constructions.
3. Understanding the main idea to help you comprehend the entire reading.
4. Expanding your vocabulary and grammar to help you increase your reading.
5. Guessing the meanings of unfamiliar words or phrases to let you use what you already know
about English.
6. Analyzing theme, style, and connections to improve your comprehension.
7. Distinguishing between opinions and facts in your reading.
8. Breaking down larger phrases into smaller parts to help you understand difficult passages.
9. Linking what you know in your first language with words in English.
10. Creating a map or drawing of related ideas to enable you to understand the relationships
between words and ideas.
11. Writing a short summary of what you read to help you understand the main ideas.
Metacognitive Reading Strategies
12. Setting goals for yourself to help you improve areas that are important to you.
13. Making lists of relevant vocabulary to prepare for new reading.
14. Working with classmates to help you develop your reading skills.
15. Taking opportunities to practice what you already know to keep your progress steady.
16. Evaluating what you have learned and how well you are doing to help you focus your reading.
51
Compensating Reading Strategies
17. Relying on what you already know to improve your reading comprehension.
18. Taking notes to help you recall important details.
19. Trying to remember what you understand from a reading to help you develop better
comprehension skills.
20. Reviewing the purpose and tone of a reading passage so you can remember more effectively.
21. Picturing scenes in your mind to help you remember and understand your reading.
22. Reviewing key ideas and details to help you remember.
23. Using physical action to help you remember information you have read.
24. Classifying words into meaningful groups to help you remember them more clearly.
Instructional Reading Strategies (Anderson, 1999, pp. 72-73)

Instructional reading strategies are questions that can be shared with the English language learners in
order for them to strategize which strategies to use; that is, it is not enough that the learners simply
know the reading strategies. They must also why, how, when and where to use these strategies.
 What is the strategy? Being able to identify the main idea is one of the most important reading
skills you can develop. It is a skill that you need to apply to the majority of reading contexts.
 Why should the strategy be learned? If the main idea can be identified, comprehension is
facilitated by being able to organize the information presented and by being able to distinguish
main ideas from supporting ideas and details.
 How can the strategy be used? Read to locate the thesis statement of the passage and the topic
sentences of each paragraph. Read quickly, don’t worry about the details.
 When should the strategy be used? Main idea comprehension should be used when reading
expository passages which contain much new information.
 Where should the reader look? The reader should read the first and last paragraphs of a passage
and read the first sentence of each paragraph. Readers should be reminded to ask themselves
the following questions: 1) What idea is common to most of the text? 2) What is the idea that
relates the parts to the whole? 3) What opinion do all the parts support? 4) What idea do they all
explain or describe?
 How can you evaluate the use of the strategy? In the early stages of reading comprehension,
open discussions with the reader will be the best method to verify whether the strategy is being
used appropriately. The use of verbal think-aloud protocols can facilitate the evaluation of the
strategy.
52
Learning Strategies
 Metacognitive Strategies
o Matching thinking and problem-solving strategies to particular learning situations
o Clarifying purposes for learning
o Monitoring one’s own comprehension through self-questioning
o Taking corrective action if understanding fails (Dermody & Speaker, 1995)
 Cognitive Strategies
o Helps students organize the information they are expected to learn through the process
of self-regulation (Paris, 2001)
o Are directly related to individual learning tasks and are used by learners when they
mentally and/or physically manipulate material, or when they apply a specific technique
to a learning task (Pressley, Johnson, Symons, McGoldrick, & Kurita, 1989; Slater &
Horstman, 2002)
o Previewing a story prior to reading, establishing a purpose for reading, consciously
making connections between personal experiences and what is happening in a story,
taking notes during a lecture, completing a graphic organizer, and creating a semantic
map (McLaughlin & Allen, 2002)
 Social/Affective Strategies
o People interact with each other to clarify a confusing point or when they participate in a
group discussion or cooperative learning group to solve a problem (O’Malley &
Chamot, 1990)
 ESL Standards and Strategies
o Goal 1, Standard 3: Students will use learning strategies to extend their communicative
competence
o Goal 2, Standard 3: Students will use appropriate learning strategies to construct and
apply their academic knowledge
o Goal 3, Standard 3: Students will use appropriate learning strategies to extend their
sociolinguistic and socio-cultural competence (TESOL, 1997)
 Mnemonics: visualization and/or acronyms (Echevarria, Vogt, & Short, 2004)
 Reciprocal Teaching
o Summarizing
o Questioning
o Clarifying
o Predicting
 Jigsaw
 Concept attainment
 KWL: Know-want to know-learned
 Literature circles
 Guided reading
 SQP2RS
o Surveying
o Questioning
o Predicting
o Reading
o Responding
o Summarizing (Vogt, 2000, 2002)
53
 PENS
o Preview ideas
o Explore words
o Note words in a complete sentence
o See if the sentence is okay (Deshler, Ellis, and Lenz, 1996)
 GIST
o Read a section of text (students and teacher)
o Assist students in underlining the ten or more words or concepts that are deemed “most
important” to understanding the text.
o List these on the board and together write a summary statement or two using as many
of the listed words as possible
o Repeat the process through subsequent sections of the text
o Write a topic sentence to precede the summary sentences and the end result is a
summary paragraph (Muth & Alvermann, 1999).
 Rehearsal strategies
o Visual aids (i.e., flashcards)
o Note-taking (McCormick & Pressley, 1997; Muth & Alvermann, 1999)
 Graphic Organizers (i.e., Venn diagrams, timelines, flow charts, semantic maps, concept maps,
etc.)
 Comprehension strategies
o Prediction
o Self-questioning
o Monitoring
o Determining importance
o Summarizing (Dole, Duffy, Roehler, and Pearson, 1991)
 Scaffolding Techniques
o Verbal scaffolding
 Paraphrasing
 Using “think-alouds”
 Reinforcing contextual definitions (Echevarria, Vogt, & Short, 2004, p. 86)
o Procedural scaffolding
 Using an instructional framework that includes explicit teaching, modeling, and
practice opportunities with others, and expectations for independent application
 One-on-one teaching, coaching, and modeling
 Small group instruction with children practicing and newly learned strategy with
another more experienced student
 Partnering or grouping students for reading activities with more experienced
readers assisting those with less experience (Nagel, 2001)
o Instructional scaffolding (i.e., graphic organizers)
o Assessment scaffolding
 Questioning Techniques
o Six facets of understanding
 Explanation
 Interpretation
 Application
 Perspective
54
 Empathy
 Self-Knowledge (Wiggins & McTighe, 2005, p. 120)
o Framing essential questions around big ideas relevant to effective skill learning
 Key concepts
 Purpose and value
 Strategy and tactics
 Context of use (Wiggins & McTighe, 2005, p. 113)
o Bloom’s Taxonomy
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
o QAR (Question-Answer Relationships) (Raphael, 1984)
o QtA (Question the Author) (Beck and McKeown, 2002)
 CALLA propositions
o Mentally active learners are better learners
o Strategies can be taught
o Learning strategies transfer to new tasks academic language learning is more effective
with learning strategies
Note: Learners need declarative knowledge (What is the strategy?), procedural knowledge (How do I
use the strategy?), and conditional knowledge (When and why do I use the strategy?) when practicing
strategies (Lipson and Wixson, 2003).
55
GRASPS (Wiggins & McTighe, 2004, p. 172)
Consider the following set of stem statements as you construct a scenario for a performance task (Note:
These are idea starters. Resist the urge to fill in all of the blanks.)
Goal:
 Your task is___________________________________________________________________
 The goal is to__________________________________________________________________
 The problem or challenge is______________________________________________________
 The obstacles to overcome are____________________________________________________
Role:
1. You are______________________________________________________________________
2. You have been asked
to__________________________________________________________
3. Your job is____________________________________________________________________
Audience:
 Your clients are________________________________________________________________
 The target audience is___________________________________________________________
 You need to convince___________________________________________________________
Situation:
1. The context you find yourself in is_________________________________________________
2. The challenge involves dealing with________________________________________________
Product, Performance, and Purpose:

 You will create a_______________________________________________________________
in order to____________________________________________________________________
 You need to develop____________________________________________________________
so that_______________________________________________________________________
Standards and Criteria for Success:

 Your performance needs to_______________________________________________________
 Your work will be judged by_____________________________________________________
 Your product must meet the following standards:_____________________________________
 A successful result will__________________________________________________________
56
Performance Verbs Based on the Six Facets of Understanding (Wiggins & McTighe, 2004, p. 161)
Explain Interpret Apply

Demonstrate Analogies (create) Adapt
Derive Critique Build
Describe Document Create
Design Evaluate De-bug
Exhibit Illustrate Decide
Express Judge Design
Induced Make meaning of Exhibit
Instruct Make sense of Invent
Justify Metaphors (provide) Perform
Model Read between the lines Produce
Predict Represent Propose
Prove Tell a story of Solve
Show Translate Test
Synthesize Use
Teach
Perspective Empathy Self-knowledge

Analyze Assume role of Be aware of
Argue Believe Realize
Compare be like Recognize
Contrast Be open to Reflect
Criticize Consider Self-assess
Infer Imagine
Relate
Role-play
57
Questioning for Understanding (Wiggins & McTighe, 2004, p. 156)
Explanation
What is the key idea in________________________________________________________________________________?

What are examples of_________________________________________________________________________________?
What are the characteristics and parts of__________________________________________________________________?
What caused _____? What are the effects of______________________________________________________________?
How might we prove, confirm, justify____________________________________________________________________?
How is _____ connected to____________________________________________________________________________?
What might happen if_________________________________________________________________________________?
What are common misconceptions about__________________________________________________________________?
How did this come about? Why is this so?________________________________________________________________?
Interpretation
What is the meaning of________________________________________________________________________________?

What are the implications of___________________________________________________________________________?
What does _____ reveal about__________________________________________________________________________?
How is _____ like _________________________________________________________________ (analogy or metaphor)?
How does ___________________________________________________________________________ relate to me or us?
So what? Why does it matter?
Application
How is _______________________________________________________________________applied in the larger world?

How might ____________ help us to ____________________________________________________________________?
How could we use __________ to overcome ______________________________________________________________?
How and when can we use this (knowledge or process)?
Perspective
What are different points of view about___________________________________________________________________?

How might this look from__________________________________________________________________’s perspective?
How is _________ similar to or different from_____________________________________________________________?
What are other possible reactions to______________________________________________________________________?
What are the strengths and weaknesses of_________________________________________________________________?
What are the limits of_________________________________________________________________________________?
What is the evidence for_______________________________________________________________________________?
Is the evidence reliable? Sufficient?
Empathy
What would it be like to walk in __________________________________________________________________’s shoes?

How might __________ feel about ______________________________________________________________________?
How might we reach an understanding about______________________________________________________________?
What was ___________________________________________________________________ trying to make us feel or see?
Self-Knowledge
How do I know _____________________________________________________________________________________?

What are the limits of my knowledge about________________________________________________________________?
What are my “blind spots” about________________________________________________________________________?
How can I best show_________________________________________________________________________________?
How are my views about _______________________________________________ (experiences, habits, prejudices, style)?
What are my strengths and weaknesses in_____________________________________________?
58
References
Beck, I.L., Perfetti, C., & McKeown, M.G. (1982). Effects of long-term vocabulary instruction on
lexical access and reading comprehension. Journal of Educational Psychology, 74, 506-521.
Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathworl, D. (eds). (1956). Taxonomy of educational
objectives: The classification of educational goals. Handbook I: Cognitive domain. New York:
David McKay Co.
Dermody, M., & Speaker, R. (1995). Effects of reciprocal strategy training in prediction, clarification,
question generation, and summarization on fourth graders’ reading comprehension. In K.A.
Hinchman, D. Leu & C.K. Kinzer (eds.) Perspectives on literacy research and practice.
Chicago: National Reading Conference.
Deshler, D., Ellis, E., & Lenz, B.K. (1996). Teaching adolescents with learning disabilities, 2nd
Edition. Denver, CO: Love Publishing Company.
Dole, J., Duffy, G., Roehler, L., & Pearson, P.D. (1991). Moving from the old to the new: Research in
reading comprehension instruction. Review of Educational Research, 61. pp. 239-264.
Echevarria, J., Vogt, M., & Short, D. (2004). Making Content Comprehensible for English Learners:
The SIOP Model. New York, NY: Pearson.
McCormick, C.B. & Pressley, M. (1997). Educational psychology: Learning, instruction, assessment.
New York: Longman.
McLaughlin, M., & Allen, M.B. (2002). Guided comprehension in action: Lessons for grades 3-8.
Newark, DE: International Reading Association.
Muth, K.D. & Alvermann, D.E. (1999). Teaching and learning in the middle grades. Needlham
Heights, MA: Allyn & Bacon.
Nagel, G. (2001). Effective grouping for literacy instruction. Boston: Allyn & Bacon.
59
O’Malley, J.J., & Chamot, A.U. (1990). Learning strategies in second language acquisition.
Cambridge: Cambridge University Press.
Paris, S. (2001). Classroom applications of research on self-regulated learning. Educational
Psychologist 36 (3), 89-102.
Pressley, M., Johnson, C., Symons, S., McGoldrick, J.A. & Kurita, J.A. (1989). Strategies that improve
children’s memory and comprehension of text. The Elementary School Journal, 90, 3-32.
Raphael, T.E. (1984). Teaching learners about sources of information for answering comprehension
questions. Journal of Reading 27, 303-311.
Slater, W.H., & Horstman, F.R. (2002). Teaching reading and writing to struggling middle school and
high school students: The case for reciprocal teaching. Preventing school failure (46), 4, 163-
167.
Teachers of English to Speakers of Other Languages (TESOL). (1997). ESL standards for pre-K-12
students. Alexandria, VA: Author.
Vogt, M.E. (2000). Content learning for students needing modifications: An issue of access. In M.
McLaughlin and M.E. Vogt (eds), Creativity and innovation in content area teaching: A
resource for intermediate, middle, and high school teachers. Norwood, MA: Christopher-
Gordon Publishers.
Vogt, M.E. (2002). SQP2RS: Increasing students’ understandings of expository text through cognitive
and metacognitive strategy application. Paper presented at the 52nd Annual Meeting of the
National Reading Conference.
Wiggins, G. & McTighe, J. (2006). Understanding by Design. Upper Saddle River, NJ: Pearson.
60

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DIRECCIÓN GENERAL DE DOCENCIA DE PREGRADO

"Education is not the filling of a bucket, but the lighting of a fire."

CENTRO DE CIENCIAS SOCIALES Y HUMANIDADES

HOURS OF THEORY AND PRACTICE: 80 UNDERGRADUATE: LICENCIATURA Y TÉCNICO SUPERIOR

UNIT 1 (New American Inside Out Book 1, Units 1, 2, &3)

Students will understand that:

UNIT 2 (New American Inside Out Book 1, Units 4, 5, & 6)

Students will understand that:

UNIT 3 (New American Inside Out Book 1, Units 7 & 8)

Students will understand that...

1. How can practicing extreme sports be harmful?

ASSESSMENT FOR WINTER/SUMMER CLASSES (INTENSIVOS):

ASSESSMENT FOR SPRING/FALL CLASSES (EXTENSIVOS):

CAADI requires the development of a portfolio, which includes the following:

STUDENT PROGRESS AND REFLECTION

Language functions Grammar Vocabulary Listening Speaking Reading Writing

Language functions Grammar Vocabulary Listening Speaking Reading Writing

CENTRO DE CIENCIAS SOCIALES Y HUMANIDADES

HOURS OF THEORY AND PRACTICE: 80 UNDERGRADUATE: LICENCIATURA Y TÉCNICO SUPERIOR

UNIT 1 (New American Inside Out, Elementary, units 9, 10, &11)

Students will understand that:

Students will understand that:

Students will understand that...

ASSESSMENT FOR WINTER/SUMMER CLASSES (INTENSIVOS):

ASSESSMENT FOR SPRING/FALL CLASSES (EXTENSIVOS):

CAADI requires the development of a portfolio, which includes the following:

STUDENT PROGRESS AND REFLECTION

Language functions Grammar Vocabulary Listening Speaking Reading Writing

Language functions Grammar Vocabulary Listening Speaking Reading Writing

CENTRO DE CIENCIAS SOCIALES Y HUMANIDADES

HOURS OF THEORY AND PRACTICE: 80 UNDERGRADUATE: LICENCIATURA Y TÉCNICO SUPERIOR

UNIT 1 (New American Inside Out, Pre-Intermediate, units 1, 2)

Students will understand that:

UNIT 2 (New American Inside Out, Pre-Intermediate, Units 3, Review & 4)

Students will understand that:

UNIT 3 (New American Inside Out, Pre-Intermediate, units 5, 6 & Review)

Students will understand that...

ASSESSMENT FOR WINTER/SUMMER CLASSES (INTENSIVOS):

ASSESSMENT FOR SPRING/FALL CLASSES (EXTENSIVOS):

CAADI requires the development of a portfolio, which includes the following:

FIRST REPORT (worth 12.5 points)

SECOND REPORT (worth 12.5 points)

STUDENT PROGRESS AND REFLECTION

Language functions Grammar Vocabulary Listening Speaking Reading Writing

Language functions Grammar Vocabulary Listening Speaking Reading Writing

CENTRO DE CIENCIAS SOCIALES Y HUMANIDADES

HOURS OF THEORY AND PRACTICE: 80 UNDERGRADUATE: LICENCIATURA Y TÉCNICO SUPERIOR

UNIT 1 (New American Inside Out, Pre-Intermediate, units 7 & 8)

Students will understand that...

Students will understand that...

Students will understand that:

ASSESSMENT FOR WINTER/SUMMER CLASSES (INTENSIVOS):

ASSESSMENT FOR SPRING/FALL CLASSES (EXTENSIVOS):

CAADI requires the development of a portfolio, which includes the following:

FIRST REPORT (worth 12.5 points)

SECOND REPORT (worth 12.5 points)

STUDENT PROGRESS AND REFLECTION

Language functions Grammar Vocabulary Listening Speaking Reading Writing

Language functions Grammar Vocabulary Listening Speaking Reading Writing

CENTRO DE CIENCIAS SOCIALES Y HUMANIDADES

HOURS OF THEORY AND PRACTICE: 80: UNDERGRADUATE: LICENCIATURA Y TÉCNICO SUPERIOR

UNIT 1 (New American Inside Out, Intermediate, Units 1 & 2)

Students will understand that:

PFLE Teacher's Manual (December 2010)

PFLE Teacher's Manual (December 2010)

NAME:________________________________ DATE: GRADE: