universidad tÉcnica del norte centro acadÉmico de ... · to communicate in english e) ability to...
TRANSCRIPT
UNIVERSIDAD TÉCNICA DEL NORTE CENTRO ACADÉMICO DE IDIOMAS
SYLLABUS: ENGLISH V
I. GENERAL INFORMATION ABOUT THE SUBJECT, MODULE OR COURSE:
1.1. SUBJECT:
English V
1.2. ACADEMIC PERIOD
March 2014 - July 2014
1.3. Código:
1.4. Nº de credits (C) and its equivalence in class hours (CH) and autonomous hours (AH):
1.5. Year, semester Fifth Level
C:10 HP: 160 HA: 160
1.6. Pre-requisites:
English I – II -III - IV
1.7 Co-requisites:
Fifth semester subjects at students’ major
1.8 Education Basis:
Humanistic: ( ) Basic: (X) Professional: ( ) Optional: ( )
1.9 Teachers: CAI TEACHERS
1.10 E-mail address: [email protected]
II. CHARACTERIZATION OF THE SUBJECT:
2.1. DESCRIPTION OF THE SUBJECT: English as a foreign language is a required subject that satisfies the increasing demand to communicate in English to obtain better educational or job opportunities and more meaningful interaction with other cultures. The Ecuadorian society requires future 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 continuous 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) Develop communicative skills to greet, exchange personal information, say where people and
things are, make requests and apologize.
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 as well as to interact with a degree of fluency and spontaneity that makes regular interaction with native
c) Write clear, detailed text on a wide range of subjects related to his/her interests in different formats such us essays, reports and letters.
d) Understand extended speech and lectures and follow even complex lines of argument, provided
the topic is reasonably familiar as well as most TV news and current affairs shows and the majority of films in standard dialect.
e) Read articles and reports concerned with contemporary problems, in which the writers adopt particular stances or viewpoints.
2.3. LEARNING OUTCOMES - ASSESSMENT & EVALUATION STRATEGIES:
LEARNING OUTCOMES
ASSESSMENT & EVALUATION STRATEGIES
Evidence (Product ,performance, knowledge)
Achievement criteria and
level
Techniques and
tools
Weighted grade
1º stage
2º stage
T
Discusses social networking using the present tense forms questions and checks for information. Shares views about media and celebrities. Works with relative clauses to link ideas and with nouns and prepositions as well as writes clear, detailed text for an online debate synthesizing and evaluating information and arguments from different sources.
Role play (samples) Script for an online
debate (samples). Quiz U. 1-2
(samples) Portfolio (homework
and classwork samples)
90% of the students achieve the category 2 or above.
Three step interview
Guided writing Speed – friending Surveying Interviewing Presentations Impromptu
conversations Debating Error checking Written quiz Alternative
assessment
1.66
1.66
Talks about life experiences using past tenses. Interrupts and shows surprise in a conversation. Prepares job interviews, gives advice. Writes a clear, detailed personal statement synthesizing and evaluating information.
Anecdote (samples) Personal statement
(samples) Quiz U. 3 - 4 Portfolio (homework
and classwork samples)
90% of the students achieve the category 2 or above
Timed pair share Mix, pair, share Stand – n - share Interviewing Discussion Story telling Brainstorming Writing from a
model Written quiz Alternative
assessment
1.66
3.33
Uses conditionals to talk about hypothesis. Shares wishes, hopes and regrets about the world. Describes future events and gives a presentation. Expresses opinions using modals. Writes clear, detailed inquiry to a volunteer program.
Presentation (samples)
Inquiry ( samples) Quiz U. 5 – 6 Portfolio (homework
and classwork samples)
90% of the students achieve the category 2 or above.
Interviewing Surveying Numbered heads
together. Discussing Presentations Timed Round
Robin Error checking Written quiz Alternative
assessment
1.66
5
First institutional test
Written test 5 10
SECOND TERM
Describes future events and gives a presentation. Expresses opinions using modals. Discusses getting along with family and friends using idiomatic expressions and phrasal verbs. Writes a report explaining the advantages and disadvantages if various options.
Discussion (samples) Report for a science
class Quiz U. 7 - 8 Portfolio (homework
and classwork samples)
90% of the students achieve the category 2 or above
Three step interview
Inside outside circle
Pair discussions Graph reading and
interpreting Written quiz Alternative
assessment
1.66 1.66
Talks about food, nutrition and share their ideas. Discusses happiness with relative clauses and expressions with get. Describes travel and vacation experiences using reported speech. Asks for clarification and Draws conclusions in a conversation. Writes a survey article giving reasons in support or against a point
Impromptu conversation (samples)
Survey article (samples)
Quiz U. 9/10 Portfolio (homework
and classwork
90% of the students achieve the category 2 or above
Mix, pair, share Writing from a
model Surveying Interviewing Presentations Impromptu
conversations
1.66 3.33
of view. samples)
Debating Error checking Written quiz Alternative
assessment
Discusses about the positive and negative aspects of globalization and tradition as well as parent’s role in developing children’s talents-using expressions dealing with child development. Works with relative clauses and with the use of verb with direct and indirect object. Talks about intelligence and abilities. Writes an essay that develops an argument.
Description samples (family traditions)
Essay (samples) Quiz U. 11/12 Portfolio (homework
and classwork samples)
90% of the students achieve the category 2 or above
Inside outside circle
Quiz – Quiz trade Guided writing Interviewing Presentations Debating Error checking Written quiz
Alternative assessment
1.66 5
Second institutional test
5 10
2.4. SYLLABUS PROGRAMMING:
1º Educational Objectives for the subject:
1) To contribute to the training of professionals attaining “sufficiency” level in the English language with ethical and humanistic qualities as well as social responsibility and critical thinking; 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
Dates
Learning outcomes of the subject.
(What is expected to be achieved at the end of
the semester )
Contents -
Learning Strategies.
(Learning strategies applied in the classroom,
lab, practices, internships, pre
professional practices, formative research and
work with the community )
Weekly hours.
(Time required by the teacher and
students to cover the content )
Basic and recommended
bibliography
(Use a code as in section 2.5)
Presenc. Aut.
T P
March 24 April 9
Discusses social networking using the present tense forms questions and checks for information. Shares views about media and celebrities. Works with relative clauses to link ideas and with nouns and prepositions as well as writes clear, detailed text for an online debate synthesizing and evaluating information and arguments from different sources.
Social networks /The media G. Present tense, tend, and will to talk about habits. Defining and non-defining relative clauses to give and add information. Use that clauses to link ideas. R. Future college students and
employees, beware!. Not just a game.
L. Reasons for ending friendships. It’s really interesting that . . . S. Ask questions to find out or check information. And, But, and So to start questions which link back to what the previous speaker said. Which clauses to comment on your own and others’ statements. You know what . . . ? to introduce a comment on what you’re
G: Teacher fronted inductive/deductive presentation; games Reading Activities L: responding to questions according to task format (e.g., getting the gist, specific information, skim/scan, matching text to pictures or letters, true/false, circle the correct answer, etc.). R: Pre-during and post activities; for specific information and gist; filling in the blanks; for predicting W: Planning, retrieving, generating ideas, verbalizing the content to write.
8
18
26
VIEWPOINT 1 Units 1-2
going to say. W. Write a script for a debate over whether or not employers should judge applicants by their online profile
S and CS: Role play; guessing game; mingle activity; fluency lines and circles LS: Individual work, pair work, group work, research, independent learning, ethics
April 10 April 29
Talks about life experiences using past tenses. Interrupts and shows surprise in a conversation. Prepares job interviews, gives advice. Writes a clear, detailed personal statement synthesizing and evaluating information.
Stories / Working lives G. The past tense and present perfect forms. The simple past, past perfect, and past perfect continuous. Countable and uncountable nouns. Generalize and specify using definite and indefinite articles. R. Saturday. Career help: What questions should I ask at a job interview? L. It goes to the show. How friendly are people. The best perks. Interview rules. S. Interrupt a story you are telling to make a comment and then come back to it. Show your attitude toward what you say with -ly adverbs. Use As a matter of fact or In fact to give new information that you want to emphasize, or to correct what someone assumes or expects W. Narrative article about a positive or negative experience with people. Write a personal statement for an application form.
G: Teacher fronted inductive/deductive presentation; games Reading Activities L: responding to questions according to task format (e.g., getting the gist, specific information, skim/scan, matching text to pictures or letters, true/false, circle the correct answer, etc.). R: Pre-during and post activities; for specific information and gist; filling in the blanks; for predicting W: Planning, retrieving, generating ideas, verbalizing the content to write. S and CS: Role play; guessing game; mingle activity; fluency lines and circles LS: Individual work, pair work, group work, research, independent learning, ethics
8
14
22
VIEWPOINT Units 3-4
April 30
Uses conditionals to talk about hypothesis. Shares wishes, hopes and regrets
Challenges / Into the future G. Conditional sentences to talk about hypothetical events in the present or
G: Teacher fronted inductive/deductive presentation; games
May 21
about the world. Describes future events and gives a presentation. Expresses opinions using modals. Writes clear, detailed inquiry to a volunteer program.
past. Wish and hope. Describe future events with be going to, will, may, might, and the present. Modal verbs for expectations, guesses, offers, necessity, requests. R. On the Mercy Ships. An interview with Dr. Leo Cheng, whose volunteer work with Mercy Ships changes lives in developing countries. What does the future look like? L.What would you give away? Going cashless – the pros and cons! S. Suggest possible scenarios or ideas with What if . . . ?, suppose, and imagine Use I suppose to show that you’re not 100 percent sure. Use would or ’d to soften your opinions. Respond with expressions such as I think so, I don’t 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.
Reading Activities L: responding to questions according to task format (e.g., getting the gist, specific information, skim/scan, matching text to pictures or letters, true/false, circle the correct answer, etc.). R: Pre-during and post activities; for specific information and gist; filling in the blanks; for predicting W: Planning, retrieving, generating ideas, verbalizing the content to write. S and CS: Role play; guessing game; mingle activity; fluency lines and circles LS: Individual work, pair work, group work, research, independent learning, ethics
10
20
30
VIEWPOINT 1 Unit 5-6
May 22 June 5
Describes future events and gives a presentation. Expresses opinions using modals. Discusses getting along with family and friends using idiomatic expressions and phrasal verbs. Writes a report explaining the advantages and disadvantages if various options.
Getting along / Food science G. Phrasal verbs, infi nitives and -ing forms after adjectives, nouns, and pronouns. Passive to focus on information when talking about the past, present, and future. complements of verbs that describe causes and effects. R. Now That I’ve Driven All My Friends Away, I Finally Have Time For Me!
G: Teacher fronted inductive/deductive presentation; games Reading Activities L: responding to questions according to task format (e.g., getting the gist, specific information, skim/scan, matching text to pictures or
8
14
22
VIEWPOINT 1 Unit 7-8
Where did all the bees go? Threat to the world’s food supply. L. My worst roommate. “Boomerang” kids. A food revolution! S. Make your meaning clear with expressions like What I’m saying is and I mean. Use expressions such as I have to say to show that you want to make a strong point. Use rhetorical questions to make a point. Give examples with expressions such as such as, like, take, and for instance. W. Introduction to an essay. A report about trends, using information in graphs and charts.
letters, true/false, circle the correct answer, etc.). R: Pre-during and post activities; for specific information and gist; filling in the blanks; for predicting W: Planning, retrieving, generating ideas, verbalizing the content to write. S and CS: Role play; guessing game; mingle activity; fluency lines and circles LS: Individual work, pair work, group work, research, independent learning, ethics
June 6 June 20
Talks about food, nutrition and share their ideas. Discusses happiness with relative clauses and expressions with get. Describes travel and vacation experiences using reported speech. Asks for clarification and Draws conclusions in a conversation. Writes a survey article giving reasons in support or against a point of view.
Success and happiness / Going places
G. Determiners all, both, each, every, neither, none of, no. -Ing forms as reduced relative clauses, to describe simultaneous events, and as subjects and objects. Reported speech to report statements. Reported speech to report questions and instructions. R. Unhappy? Maybe you’re not in the right country! The tourist threat. L. More adventures in Bolivia. S. Expressions like As far as (success)
G: Teacher fronted inductive/deductive presentation; games Reading Activities L: responding to questions according to task format (e.g., getting the gist, specific information, skim/scan, matching text to pictures or letters, true/false, circle the correct answer, etc.). R: Pre-during and post activities; for specific information and gist; filling in the blanks; for predicting W: Planning, retrieving, generating ideas, verbalizing the content to write.
8
14
22
VIEWPOINT 1 Unit 9-10
is concerned to focus in on a topic. Expressions like As far as I’m concerned / can tell to give and soften opinions. Expressions such as you mean, so what you’re saying is, and so I guess when drawing conclusions. Ask for more details about someone’s ideas or opinions, using In what way? W. Paragraph for an essay. Write a survey article for a student magazine.
S and CS: Role play; guessing game; mingle activity; fluency lines and circles LS: Individual work, pair work, group work, research, independent learning, ethics
June 23 July 25
Discusses about the positive and negative aspects of globalization and tradition as well as parent’s role in developing children’s talents-using expressions dealing with child development. Works with relative clauses and with the use of verb with direct and indirect object. Talks about intelligence and abilities. Writes an essay that develops an argument.
Culture / Ability
G. Relative clauses with when, where, and whose. Verbs with direct and indirect objects. Adverbs before adjectivesand adverbs. Use as . . . as and comparative and superlative adjectives and adverbs. R. our culture? Seeing things in a completely different way . . . L. The world. Minds for the future. S. comments with expressions like kind of, a little, and not really. Yeah, no to agree with someone and then make a comment of your own. Vague expressions like and that kind of thing when you don’t need to be precise. Show that you strongly agree with someone, using No doubt. W. A concluding paragraph in an essay about the effects of globalization on culture. Write an
G: Teacher fronted inductive/deductive presentation; games Reading Activities L: responding to questions according to task format (e.g., getting the gist, specific information, skim/scan, matching text to pictures or letters, true/false, circle the correct answer, etc.). R: Pre-during and post activities; for specific information and gist; filling in the blanks; for predicting W: Planning, retrieving, generating ideas, verbalizing the content to write. S and CS: Role play; guessing game; mingle activity; fluency lines and circles LS: Individual work, pair work, group work, research, independent learning, ethics
10
28
38
VIEWPOINT 1 Unit 11-12
essay about someone you admire.
2.5 MATERIALS
Teachers guide AUTHOR: MICHAEL MC CARTHY, JEANNE MCCARTEN, HELEN SANDIFORD
STUDENT´S BOOK 1 TITLE: VIEWPOINT
TEACHER´S CLASS AUDIO CD’s SET # 1 CITY: NEW YORK
STUDENT´S AUDIO / CD-ROM # 1 EDITORIAL: CAMBRIDGE UNIVERSITY PRESS
TEACHER’S VIDEO PROGRAM # 1 YEAR: PRIMERA EDICIÓN
VIDEO RESOURCE BOOK # 1
STUDENT´S WORKBOOK # 1
WEBSITE (ARCADE) CAI Website
2.6 RESOURCES:
TVs
CD players.
Laptop / speakers.
Videos (DVDs).
Internet.
Projector.
Libraries.
Labs.
Hands on material
Commitments : English is an interactive class in which students will be actively involved in the learning process. Student learning is a top priority. Students will work in 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 UTN´s 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 and may at times have strongly held opinions or views. Such differences make for interesting and challenging discussions. They provide us also with the opportunity to practice listening skills and respect for views which may not match our own. It is advisable to participate in class so that you do not miss this learning experience. Attendance counts heavily in the student evaluation, absences and tardiness must be avoided. Independent learning: Students are expected to spend time studying independently outside the class, to review notes, to complete weekly and daily assignments, and to prepare for the following class session. The teacher will provide guidance, facilities and materials to help develop the student´s expertise as language learners according to the English level. Students are asked to consolidate their class work, to read, to watch or to listen to material in English, to prepare exercises and activities for the class, to write assignments, to undertake projects and generally to acquire a repertoire of effective language learning strategies. Students should schedule an hour of independent learning, outside 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.
EVALUATION:
The semester is divided in Two Terms. The Grade for the FIRST TERM will be attained as follows:
March 24th: Introduction, getting to know each other. March 25th. Diagnostic Test
Three Written Quizzes: 1.5 points. (Quiz U 1,2: April 7th; Quiz U 3,4: April 24th; Quiz U 5,6: May 13th)
Three Oral Quizzes: 1.5 points. (Oral U 1,2: June 3th; Oral U 3,4: June 18th; Oral U 5,6: July 3th)
Three Compositions: 1 point.
Six Classwork / Homework: 1 point.
One Institutional Test: 5 points. (Written Test on May 16th. Test Grading on May 19th. Oral Test on May 20th & 21st).
Entering grades: May 23th – May 26th, 2014.
Every activity will be grated over 10.
The Grade for the SECOND TERM will be attained as follows:
Three Written Quizzes: 1.5 points. (Quiz U 7,8: June 3th; Quiz U 9,10: June 18th; Quiz U 11,12: July 3th)
Three Oral Quizzes: 1.5 points. (Oral U 7,8: June 4th and 5th; Oral U 9,10: June 19th, 20th; Oral U 11,12: July 4th, 5th)
Three Compositions: 1 point.
Six Classwork / Homework: 1 point.
One Institutional Test: 5 points. (Written Test on July 8th. Test Grading on July 9th. Oral Test on July 10th, 11th).
Supplementary: July 21st.
Entering grades: July 23th – 25th, 2014.
Every activity will be grated over 10.
ANEXOS: RUBRIC CRITERIA BASED ON THE LEARNING OUTCOMES:
RUBRICS
Learning outcome
ITEMS
5 4 3 2 1
10 out to10 9 out to 10 8 out to 10 7 out to 10 6 or lower /10
Discusses social networking using the present tense forms
questions and checks for information. shares views
about media and celebrities. works with relative clauses to link
ideas and with nouns and prepositions as well as
writes clear, detailed text for an online debate
synthesizing and evaluating information
and arguments from different sources.
ROLE PLAY
grammar and vocabulary
the student’s range enhances communication effectively
the student’s range enhances communication
the student’s range supports communication
the student’s range almost supports communication.
the student’s low range makes communication difficult.
ease of speech / fluency
the student’s ease of speech enhacnes communication effectively.
the student’s ease of speech enhances communication
the student’s ease of speech supports communication
the student’s ease of speech almost supports communication.
the student’s low fluency makes communication difficult
attitude the student’s attitude enhances communication effectively.
the student’s attitude enhances communication.
the student’s attitude supports communication.
the student’s attitude almost supports communication
the student’s poor attitude makes communication difficult.
delivery the student’s delivery enhances communication effectively.
the student’s delivery enhances communication.
the student’s delivery supports communication.
the student’s delivery almost supports communication.
the student’s poor delivery makes communication difficult.
interaction the student’s interaction enhances communication.
the student’s interaction enhances communication.
the student’s interaction supports communication.
the student’s interaction almost supports communication
the student’s poor interaction makes communication difficult
SCRIPT FOR ON LINE DEBATE
respect for other team
all statements, body language were respectful and were in appropriate language.
statements and responses were respectful and used appropriate language, but once or twice body language was not.
most statements and responses were respectful and in appropriate language, but there was one sarcastic remark.
statements, responses and/or body language were borderline appropriate. some sarcastic remarks.
statements, responses and/or body language were consistently not respectful.
information
all information presented in this debate was clear, grammatically accurate and thorough. vocabulary was adequate for the task.
most information presented in this debate was clear, grammatically accurate and thorough. most vocabulary was adequate for the task
most information presented in the debate was clear and grammatically accurate, but was not usually thorough. attempts to use adequate vocabulary.
some information was grammatically accurate, but there were some minor inaccuracies. vocabulary is not adequate for the task
information had some major grammatical inaccuracies or was usually not clear. vocabulary is simple and inadequate.
rebuttal
were accurate, relevant and strong.
most counter-arguments were accurate, relevant and strong.
most counter-arguments were accurate and relevant, but several were weak.
some counter arguments were weak and irrelevant.
counter-arguments were not accurate and / or relevant.
use of facts / statistics
every major point was well supported siwsth several relevant facts and / or examples.
every major point was adequately supported with relevant facts, statistics and/or examples.
every major point was supported with facts,statistics and/or examples, but the relevance of some was questionable.
some points were supported wel, others were not.
every point was not supported
organization
all arguments were clearly tied to an idea. use of connectors is always adequate.
most arguments were clearly tied to an idea. use of connectors is always adequate.
all arguments were clearly tied to an idea clearly tied to an idea (premise) but the organization was sometimes not clear or logical. some slight confusions in the use of connectors
arguments were not tied well to an idea. use of connectors is inadequate
arguments were not tied to an idea at all. there´s no use of connectos.
PORTFOLIO
completeness: includes rich variety of items
evidence provided indicates that the student has the potential to be an exceptionally well qualified professional. the items are neat, accurate, complete, and professionally presented. the portfolio indicates substantial and excellent understanding of the subject.
evidence provided indicates that the student's competence clearly exceeds minimum expectations for professional practice. documents work that is consistently of good quality. documents some experience with, and a good understanding of, issues and practices in education. the portfolio demonstrates that this
evidence presented indicates a minimally acceptable level of competence. demonstrates some strength, but reveals inconsistent quality and/or clear weaknesses in the cstudent's understandings, experiences. demonstrates that the students has the potential to become a satisfactory
below expectations; unacceptable. evidence presented is of low quality. items are not completed in a thorough and professional manner (e.g., sloppy, not typed) or are of variable quality. further work is required to adequately document the student's qualifications.
there is limited or no evidence in this category.
student has the potential to become a good professional.
professional.
relevance: items relate to current & effective materials,
evidence provided indicates that the candidate is an excellent student. the items are neat, accurate, complete, and professionally presented. the portfolio indicates substantial experience with, and excellent understanding of subject.
evidence provided indicates that the candidate's competence clearly exceeds minimum expectations for students performance. documents work that is consistently of good quality the portfolio demonstrates that this candidate is a good student.
evidence presented indicates a minimally acceptable level of competence. demonstrates some strength, but reveals inconsistent quality and/or clear weaknesses in the student’s understandings, experiences, and/or abilities. demonstrates that the student has the potential to become a satisfactory professional.
below expectations; unacceptable. evidence presented is of low quality. items are not completed in a thorough manner (e.g., sloppy, not typed) or are of variable quality. further work is required to adequately document the student's qualifications.
there is limited or no evidence in this category.
presentation: justification of items, creativity, organization, visual appeal, grammar & spelling
evidence provided indicates that the student has the potential to be an exceptionally well qualified professional. the items are neat, accurate, complete, and professionally presented. the portfolio indicates substantial experience with, and excellent understanding of the subject.
evidence provided indicates that the student’s competence clearly exceeds minimum expectations for professional practice. documents work that is consistently of good quality. documents some experience with, and a good understanding of the subject., the portfolio demonstrates that this student has the potential to become a good teacher.
evidence presented indicates a minimally acceptable level of competence. demonstrates some strength, but reveals inconsistent quality and/or clear weaknesses in the student’s understandings, experiences, and/or abilities. demonstrates that the candidate has the potential to become a satisfactory professional.
below expectations; unacceptable. evidence presented is of low quality. items are not completed in a thorough and professional manner (e.g., sloppy, not typed) or are of variable quality. further work is required to adequately document the student's qualifications.
there is limited or no evidence in this category.
Talks about life experiences using past tenses. interrupts and shows surprise in a conversation. prepares job interviews, gives advice. writes a clear,
ANECDOTE
pronunciation and comprehension. fluency and pace.
very rarely interferes with comprehension of the message. sentences are said without unnatural pauses and at a
seldom interferes with comprehension of the message sentences are said with few pauses at a speed that rarely
only occasionally interferes with comprehension of the message sentences are said without excessive
often interferes with comprehension of the message. an effort is required on the part of the listener to
pronunciation consistently interferes with comprehension of the message. even with extraordinary effort
detailed personal statement synthesizing and evaluating information.
natural speed. the listener understands virtually everything that is said
distracts the listener. comprehension the listener has a good overall understanding of what is said
pauses at a speed that may occasionally distract the listener comprehension the listener understands most of what is said
understand what is being said. the listener understands less than half of what is read; stops and repetitions are often needed
on the part of the listener, understanding is difficult
tone of voice, no expression audience’s response
excellent range of expression. participating and anticipating.
wide range of expression very responsive, anticipating, participating
varied/appropriate expression eye contact, audience is responsive
limited variations of expression. limited eye contact, somewhat responsive
monochord, no expression audience’s response nonexistent, no eye contact, unresponsive/fidgety
organization the orientation creates interest, the complicating events is well developed and the resolution is satisfying. the story also includes a coda and an evaluation
the orientation creates interest, the complicating events is well-developed, and the resolution is satisfying.
my story has a clear and interesting orientation complicating events, or resolution .
my story has a clear , orientation, complicating events and resolution but needs details to make it interesting
my story does not have an orientation, complicating events, , or resolution. my story is hard to follow.
grammar and vocabulary accuracy
the story has a lot of powerful and exciting words to enhance the meaning. it does not have grammar inaccuracies.
the story has a lot of powerful and exciting words to enhance the meaning. it has few grammar inaccuracies.
the story has some powerful and exciting words. the story has some grammar inaccuracies.
the story has a few powerful and exciting words. the story has several grammar inaccuracies.
the story has no powerful and exciting words. it has many grammar inaccuracies.
PERSONAL STATEMENT
purpose: is the purpose or intention of this personal statement clearly conveyed? is the desired outcome effectively communicated?
author is reflective and clearly addresses the prompt
author is reflective and addresses the prompt
addresses the prompts but needs more details on key areas
marginally addresses the prompts; needs specific focus.
off-topic or too vague.
organization: is the personal statement structured in a logical manner? is it structured appropriately for the intended audience? is anything out of place?
introduction has a clear thesis that addresses the prompts. body paragraphs have topic sentences that are logical and fully developed.
introduction has a clear thesis that addresses the prompts even. body paragraphs have topic sentences that are logical.
introduction has a clear thesis that addresses the prompts. body paragraphs are imbalanced and need more development/ clear topic sentences.
body paragraphs lack coherence, direction, topic sentences. introduction lacks thesis or is vague about the prompt
body paragraphs lack coherence, direction, topic sentences. no thesis present
individuality: does the piece effectively distinguish the author from other applicants? is the author memorable and remarkable for the right reasons?
writing has a clear voice/presence through detailed focus on experience, activities, background, etc; topics show originality/insights/ personality. memorable conclusion
writing has a clear voice/presence through detailed focus on experience, activities, background, etc; topics show originality/insights/ personality. conclusion is infromative
writing offers strong details/examples but does not have a clear voice throughout the entire paper conclusion is informative but not memorable
writing offers some details but does not leave a strong impression. conclusion present
writing does not leave a dominant impression because the information is dull, vague, or lacking in examples. no conclusion present
conventions: is the piece grammatically sound? are there any misspellings and/or typos? are there errors in structure and/or punctuation?
writing represents consistent command of spelling, capitalization, punctuation, grammar, usage, and syntax. errors do not distract from the overall fluency of paper words, phrases, and sentence structure enhance the overall effectiveness of the communication of ideas.
writing represents command of spelling, capitalization, punctuation, grammar, usage, and syntax. errors do not distract from the overall fluency of paper.
minor grammatical errors do not distract from overall fluency of paper
multiple grammatical errors; however, the overall flow of paper remains intact
excessive grammatical errors distract from overall fluency of paper sentence structure does not flow
Uses conditionals to talk about hypothesis. shares wishes, hopes and regrets about the world. describes future events
PRESENTATION
delivery holds attention of entire audience with the use of
consistent use of direct eye contact with audience, but still returns to notes.
displays minimal eye contact with audience, while reading mostly from
displays minimal eye contact. speaks in low volume that causes
holds no eye contact with audience, as entire report is read from
and gives a presentation. expresses opinions using modals. writes clear, detailed inquiry to a volunteer program.
direct eye contact, seldom looking at notes speaks with fluctuation in volume and inflection to maintain partner’s interest and emphasize key points.
speaks with satisfactory variation of volume and inflection.
the notes. speaks in uneven volume with little or no inflection.
audience to disengage.
notes. speaks in low volume and/ or monotonous tone, which causes audience to disengage
content / organization
demonstrates full knowledge by answering all class questions with explanations and elaboration. provides clear purpose and subject; pertinent examples, facts, and/or statistics; supports conclusions/ideas with evidence
is at ease with expected answers to all questions, without elaboration. has somewhat clear purpose and subject; some examples, facts, and/or statistics that support the subject; includes some data or evidence that supports conclusions.
is uncomfortable with information and is able to answer only rudimentary questions. attempts to define purpose and subject; provides weak examples, facts, and/ or statistics, which do not adequately support the subject; includes very thin data or evidence
answers questions about the subject in a very simplistic way. does not clearly define subject and purpose; provides weak or no support of subject; gives insufficient support for ideas or conclusions
does not have grasp of information and cannot answer questions about subject. does not define subject and purpose. does not provide support of subject; does not gives support for ideas or conclusions.
enthusiasm/ audience awareness
demonstrates strong enthusiasm about topic during entire presentation. significantly increases his / her partner’s understanding and knowledge of topic.
shows some enthusiastic feelings about topic. raises his / her partner’s understanding and awareness of most points.
shows little or mixed feelings about the topic being presented. raises his / her partner’s understanding and knowledge of some points.
shows little interest and hardly ever raises his / her partners understanding and knowledge of some points.
shows no interest in topic presented. fails to increase his / her partner’s understanding of knowledge of topic
INQUIRY E - MAIL
knowledge/
understanding
understands
the uses and
effects of
aesthetic
elements
(point of view,
voice, and
uses first person point of view consistently and effectively uses a voice that is distinctive and confident uses personal letter format consistently and effectively
uses first person point of view consistently uses a voice that is distinctive and confident - uses personal letter format consistently.
uses first person point of view consistently uses a voice that is clear and consistent - uses personal letter format consistently
uses first person point of view somewhat consistently uses a voice that is clear but inconsistent - uses personal letter format somewhat
uses first person point of view inconsistently unclear, or inappropriate voice - uses personal letter format inconsistently
personal
letter format)
inconsistently
thinking/
inquiry
demonstrates
critical and
creative
thinking skills
shows efficiency and insightful understanding of issues and experience of the intended audience; confident, clear expression of opinions and ideas.
shows insightful understanding of issues and experience of the intended audience; confident, clear expression of opinions and ideas
shows considerable understanding of the issues and experience of the intended audience; clear expression of opinions and ideas
shows some understanding of the issues and experience of the intended audience; somewhat clear expression of opinions and ideas
shows limited understanding of the issues and experience of the intended audience; unclear expression of opinions and ideas
communicatio
n
communicates
information
and ideas with
logical
organization
communicates
for different
purposes and
audiences
(choice of
language and
style)
organizes content clearly, coherently and creatively - effectively uses vocabulary and style that are appropriate for the audience and purpose
organizes content clearly, coherently and creatively uses vocabulary and style that are appropriate for the audience and purpose
organizes the content clearly and coherently - uses vocabulary and style that are appropriate for the audience and purpose
organizes the content clearly - uses vocabulary and style that is somewhat appropriate for the audience and purpose
organizes the content in a series of random points - uses vocabulary and style that is inappropriate for the audience and purpose
application
applies
language
conventions
(grammar,
usage,
spelling,
punctuation)
uses language conventions skilfully and effectively all or almost all the time; errors may be the result of risks taken by the writer and do not detract from overall meaning
uses language conventions skilfully almost all the time; errors may be the result of risks taken by the writer and do not detract from overall meaning
uses language conventions with considerable accuracy and effectiveness; errors do not detract from overall meaning
uses language conventions with some accuracy and effectiveness; errors occasionally detract from meaning
uses language conventions with limited accuracy and effectiveness; errors sometimes impede expression and comprehension
Describes future events and gives a presentation. expresses opinions using modals. discusses getting along with family and friends using idiomatic
DISCUSSION
peer interaction
actively supports, engages, and listens to peers/teacher (ongoing)
supports, engages, and listens to peers/teacher (ongoing)
makes a sincere effort to interact with peers/teacher (ongoing)
limited interaction with peers/teacher
virtually no interaction with peers/teacher
expressions and phrasal verbs. writes a report explaining the advantages and disadvantages if various options.
participation plays an active role in discussions (ongoing)
plays an active role in discussions
participates constructively in discussions (ongoing)
when prepared, participates constructively in discussions
comments vague if given; frequently demonstrates lack of interest
contribution to class
comments advance level and depth of dialogue
comments advance level and depth of dialogue most of the time
relevant comments are based on assigned material
when prepared, relevant comments are based on assignments
demonstrates a noticeable lack of interest on occasion
group dynamics
group dynamic and level of discussion are always better because of candidate’s presence
group dynamic and level of discussion are often better because of candidate’s presence
group dynamic and level of discussion are occasionally better, but not worse, because of candidate’s presence
group dynamic and level of discussion are sometimes disrupted by candidate’s presence
group dynamic and level of discussion are often disrupted by candidate’s presence
REPORT FOR A SCIENCE CLASS
purpose provides accurate information about topic.
most of the information included in the report about the topic is accurate
some of the information is accurate. the author includes some irrelevant information.
most of the information is irrelevant.
just lists some information.
text level it has a perfect statement of the problem, accurate sequence of information.
it has a good statement of the problem and good sequence of information.
it has a statement of the problem. however, the information is not sequenced.
it does not have a statement of the problem. presents some information, even though is not sequenced.
the sample does not present a science report format.
mechanics capitalization, punctuation, spelling are accurate.
presents some problems with capitalization, punctuation and spelling.
frequent errors with punctuation and spelling.
many problems with capitalization, punctuation and spelling.
capitalization, punctuation and spelling cause serious problems of understanding.
Talks about food, nutrition and share their ideas. discusses happiness with relative clauses and expressions with get. describes travel and vacation experiences using reported speech. asks for clarification and draws conclusions in a conversation. writes a survey article giving
SURVEY ARTICLE
purpose &
focus
there is an obvious
controlling purpose
for the article. the
information
provided in the
article clearly
connects to that
purpose. this
purpose aligns well
there is an obvious
controlling purpose
for the article. the
information provided
in the article clearly
connects to that
purpose. this purpose
aligns well with the
a controlling
purpose is evident,
although some
information seems
unrelated or
tangential to that
purpose. the
purpose fits within
the parameters of
the article hints at a
controlling purpose,
but strays
frequently from that
purpose. it is not
clear, in a number
of instances, how
the information
provided relates to
the article lacks a
purpose. the
information provided
in the article does not
contribute to a larger
purpose. the piece
does not meet the
parameters of the
reasons in support or against a point of view.
with the assignment. assignment. the assignment.
the controlling
purpose. the
purpose in the
article does not
seem to fit wholly
within from the
parameters of the
assignment.
assignment.
details &
substance
substantial, specific
information is
provided.
all information
requested in the
assignment is
included and is
consistently
supported with well-
chosen details.
substantial, specific
information is
provided.
almost all information
requested in the
assignment is included
and is consistently
supported with well-
chosen details.
the information
provided is
adequate to convey
an understanding of
the topic, but more
details could
deepen that
understanding.
some well- chosen
details are
incorporated. most
of the information
requested in the
assignment is
included
the information
provided in the
article is
underdeveloped
and/or repetitive.
details are only
occasionally
provided. several
aspects of the
information
requested in the
assignment are
absent.
the article has little or
no supporting details.
points are made but
not backed up. the
information requested
in the assignment is
largely absent.
organization
there is a smooth,
logical flow of ideas.
transitions are
effectively used to
guide the reader.
there is almost always
a smooth, logical flow
of ideas. transitions
are effectively used to
guide the reader.
most ideas flow, but
there are limited
problems with
cohesion.
transitions are
frequently used, but
not always
effectively.
ideas tend not to
flow in a logical,
cohesive manner.
few transitions are
used effectively.
ideas are not logically
structured. no
transitions are used to
guide the reader or
connect the ideas.
audience
awareness
the article uses
language, tone, and
style that are
appropriate to the
intended
audience(s).
in most of it the article
uses language, tone,
and style that are
appropriate to the
intended audience(s).
the article generally
uses appropriate
language, tone, and
style, but
occasionally these
elements do not
seem well suited to
the article includes
several instances of
language, tone, and
style that are not
likely to hold the
interest and/or
respect of the
the article’s language,
tone, and style are not
appropriate for the
audience(s) indicated
in the assignment.
the intended
audience(s).
intended
audience(s).
mechanics
superior editing –
limited errors in
grammar,
punctuation,
spelling, etc.
the article almost
always presents
superior editing –
limited errors in
grammar,
punctuation, spelling,
etc.
good editing – few
errors per page in
grammar,
punctuation,
spelling, etc.
weak editing –
several errors per
paragraph in
grammar,
punctuation,
spelling, etc.
little or no editing –
consistent problems
with grammar,
punctuation, spelling,
etc. throughout the
paper.
Visual the visual is well
integrated. it serves
a clear purpose and
strengthens the
written content of
the article.
the visual is well
integrated most of the
time. it serves a clear
purpose and
strengthens the
written content of the
article.
the visual is
integrated, but not
as clearly or
smoothly as it might
be. it serves a
purpose with
respect to the
written content of
the article
the visual is weakly
integrated. its
purpose with
respect to the
written content of
the article is
unclear.
the visual is not
integrated into the
article. it appears to
have no connection to
the purpose of the
written content of the
article.
Discusses about the positive and negative aspects of globalization and tradition as well as parent’s role in developing children’s talents-using expressions dealing with child development. works with relative clauses and with the use of verb with direct and indirect object. talks about intelligence and abilities. writes an essay that develops an argument.
ESSAY
Ideas
a level 5 essay will be
characterized by
most of the
following features
a level 4 essay will be
characterized by most
of the following
features
a level 3 essay will
be characterized by
most of the
following features
a level 2 essay will
be characterized by
most of the
following features
a level 2 esl essay will
be characterized by
most of the following
features
thesis
demonstrates
adequate and clear
sense of voice,
audience and
purpose through
thesis, topic
selection and/or
lacks mastery of voice,
sense of audience,
and/or purpose. thesis
weak or unclear.
support is weak.
fails to convey a
clear sense of voice
or sense of
audience. thesis
missing or
undeveloped.
lacks an awareness
of voice or sense of
audience. thesis is
missing or
underdeveloped.
lacks an awareness of
voice or sense of
audience. thesis is
missing or
underdeveloped.
Ibarra, March 24th, 2014
g)…………………………………………
CAI´s PROFFESOR
voice
audience
approach. lacks
sophisticated
approach.
organization
shows competence
in organization but
lacks sophistication.
paragraphs are well
developed but lack
appropriate
transitions
shows attempt to
organize an essay with
a thesis. demonstrates
ability to organize
individual paragraphs
although organization
unevenly developed
or formulaic and
transitions generally
lacking.
shows attempt to
organize an essay
and limited ability
to organize
individual
paragraphs but
paragraphs are
formulaic,
underdeveloped
and repetitive.
transitions generally
lacking.
shows inability to
organize an essay.
paragraphs are not
carefully and
logically developed.
transitions are
missing or
inappropriate so
that relationships
between ideas are
illogical.
shows inability to
organize an essay.
paragraphs are not
carefully and logically
developed. transitions
are missing or
inappropriate so that
relationships between
ideas are illogical.
vocabulary shows a good
vocabulary range
and good command
of the language.
exhibits generally
competent language
use with some
awkwardness in
syntax.
exhibits some
problems in diction
and syntax but they
do not interfere
with readability.
lacks control over
diction and syntax
which interferes
with meaning.
lacks control over
diction and syntax
which interferes with
meaning.
mechani
cs
contains only
occasional
punctuation,
capitalization
spelling, usage and
esl errors.
contains some
common
punctuation,
capitalization
spelling, usage and
esl errors.
contains many
common
punctuation,
capitalization
spelling, usage and
esl errors, though
the errors are not
frequent enough
to be distracting.
contains serious
punctuation,
capitalization
spelling, usage,
and esl errors
which interfere
with meaning.
local, global and
syntax errors will
appear and interfere
with meaning.