UNIVERSIDAD TÉCNICA DEL NORTE CENTRO ACADÉMICO DE IDIOMAS

FULLTIME COURSE

SYLLABUS: ENGLISH II

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

1.1. SUBJECT: ENGLISH II

1.2. ACADEMIC PERIOD MARCH / 2014 - JULY / 2014

1.3. CODE:

CAI I

1.4. Number of credits (C) and its equivalence in class

hours (CH) and autonomous hours (AH):

1.5. Year, semester

FIRST SEMESTER C: 10 HP: 160 HA: 160

1.6. Pre-requisites: English I

1.7 Co-requisites: Second Semester of Career

1.8 Education Basis:

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

1.9 Teachers: Academic Language Center´s Teachers

1.10 E-mail address:

cai@utn.edu.ec

II. CHARACTERIZATION OF THE SUBJECT:

2.1. DESCRIPTION OF THE SUBJECT:

English as a foreign language is a required subject that satisfies the increasing demand to communicate

in English to obtain better educational or job opportunities and more meaningful interaction with other

cultures. The Ecuadorian society requires future professionals with English communicative

competences under international standards; therefore, the main objective of the Academic Language

Center of UTN is to prepare students to develop their ability to communicate in English throughout

five levels, at a rate of ten hours a week to attain the skills to communicate and to approve an

international evaluation.

English Level 2 To continue with the course to help students to communicate naturally and affectively,

it starts by talking about yourself, your family, your hobbies and interests, health issues, celebrations and

holidays. It continues discussing memories of growing up, how to get around town, giving advice and

making suggestions about travelling, and talking about items in the house. The course ends with topics

such as accidents, ways of communicating, people’s appearances and talking about the future and plans.

English 2 contributes to CAIs Learning Results: a) Ability to apply knowledge of English in the

workplace and personal life; d) Ability to develop collaborative work in multidisciplinary teams; e)

Ability to solve problems within the work environment and community; f)Ethical and moral consistency

in carrying out professional activities; g) Understand the impact of bilingual education in a social,

environmental and economic development in a globalized environment; i) Knowledge of national and

international reality; k) apply the necessary technological tools to communicate in English, which in turn

contribute to the Educational Objectives: 1) To contribute to the training of professionals attaining

“sufficiency” level in the English language with ethical and humanistic qualities as well as social

responsibility and critical thinking; 3) To promote the habit of self-learning and constant updating for

optimal job performance and personal development; 4) To communicate effectively in oral and written

English; 5) To have leadership skills and be able to work either individually or within specialized or

multidisciplinary groups in diverse cultural environments.

2.2. OBJETIVES FOR THE SUBJECT.

Within the aim to communicate in English as a foreign language, each objective will cover Listening and

Reading comprehension (receptive skills), Oral and Written communication (productive skills).

Thinking and Studying skills and Cultural awareness. By the end of Second Level, the student will be

able to:

a) Communicate thoughts on family, favorite things, interests and hobbies.

b) Describe common health problems and how to deal with them. Exchange information about

celebrations, plans and predictions.

c) Share memories of growing up and life events. Ask for and give directions to get around a place.

d) Give advice and make suggestions when travelling and having a trip. Identify furniture objects

and have a conversation on home habits and evening routines.

e) Tell anecdotes and talk about accidents. Compare ways of communicating with people and

manage phone conversations.

f) Describe people and talk about the future and organizing events.

LEARNING OUTCOMES

ASSESSMENT & EVALUATION STRATEGIES

Evidence (Product, performance, knowledge)

Achievement criteria and level

Techniques and

tools

Weighted grade

1º Term

2º Term

T

Communicates thoughts on family, favorite things, interests and hobbies.

Evaluation U 1-2 Presentations (posters) Worksheets Portfolio (Classworks and Homework samples)

80% of the students achieve the category three (good) or above.

Practical demonstrations. Role plays. Observation. Peer work Class participation. Interviews. Tasks

2

2

Describes common health problems and how to deal with them. Exchanges information about celebrations, plans and predictions.

Evaluation U 3-4 Worksheets Videos about common health problems Dialogues

80% of the students achieve the category three (good) or above.

Practical demonstrations. Class participation Interviews Collaborative work Tasks

2

4

Shares memories of growing up and life events. Ask for and give directions to get around a place.

Evaluation U 5-6 Dialogues Role plays Worksheets Expositions Compositions

80% of the students achieve the category three (good) or above.

Expositions Practical demonstrations. Class participation Role plays Interviews Collaborative work Tasks

6

10

SSSSSSSSE

SECOND TERM

Evaluation U 7-8 Worksheets

Entrevistas estructuradas.

Gives advice and make suggestions when travelling and having a trip. Identify furniture objects and have a conversation on home habits and evening routines.

Videos about common health problems Dialogues

70% of the students achieve the category three (good) or above.

Artículos. Narraciones. Participación en clase. Trabajo en parejas o en grupo. Tareas. Ensayos. Pruebas de conocimiento. Test.

2

2

Tells anecdotes and talk about accidents. Compare ways of communicating with people and manage phone conversations.

Evaluation U 9-10 Worksheets Videos about common health problems Dialogues

80% of the students achieve the category three (good) or above.

Entrevistas. Ensayos. Artículos. Exposiciones. Pruebas de conocimiento. Participación en clase. Trabajo en grupo. Tareas.

2

4

Describes people and talk about the future and organizing events.

Evaluation U 11-12 Worksheets Videos about common health problems Dialogues

80% of the students achieve the category three (good) or above.

Entrevistas. Ensayos. Artículos. Exposiciones. Pruebas de conocimiento. Participación en clase. Trabajo en parejas o en grupo. Tareas.

6

10

2.4. SYLLABUS PROGRAMMING:

1º Educational Objectives for the subject:

1) To contribute to the training of professionals attaining “proficiency” level in the English language with ethical and humanistic qualities as well as social responsibility and critical thinking; 3) To promote the habit of self-learning and constant updating for optimal job performance and personal development; 4) To communicate effectively in oral and written English, 5) To have leadership skills and be able to work either individually or within specialized or multidisciplinary groups in diverse cultural environments.

Nomenclature: G = Grammar; R = Reading; L = Listening; S = Speaking; W = Writing; LS = Life skills.

Dates

Learning outcomes

of the subject. (What is expected to be achieved at the

end of the semester )

Contents

(Units, chapters/ Subchapters of the subject.

These should be linked to the educational objectives and the

learning outcomes.)

Learning Strategies. (Learning strategies

applied in the classroom, lab,

practices, internships, pre professional

practices, formative research and work with

the community )

Weekly hours.

(Time required by the teacher and

students to cover the content )

Basic and

recommended bibliography

(Use a code as in section 2.5)

Presenc. Au

t. T P

March 24 April 9

Communicates

thoughts on family,

favorite things,

interests and hobbies.

MAKING FRIENDS / INTERESTS

Warm-ups Inductive Grammar. Associative Vocabulary. Readings. Listening Activities. Videos. Individual / Pair / Group work (Role plays, Interviews). Demonstrations. Show and tell. Brainstorming.

8

18

26

ACACAIT2

Touchstone 2.

Units 1-2

G: Review simple present and present of be. Responses with too and either. Object pronouns

R: Magazine article giving advice. Web page for hobby groups.

L: Respond and match questions. Listen for details.

S: Start a conversation Correct information. Say “no” in a friendly way. Make statements stronger or softer.

Reviewing.

W: Short article on how to improve something Link ideas

LS: Connect ideas

April 10 April 29

Describes common

health problems and

how to deal with them.

Exchange information

about celebrations,

plans and predictions.

HEALTH / CELEBRATIONS

Inductive Grammar. Associative Vocabulary. Readings. Listening Activities. Videos. Individual / Pair / Group work (Role play, debates Interviews). Workshops. Demonstrations. Show and tell. Brainstorming Dictations. Drafting Reviewing Editing Research

8

14

22

ACACAIT2

Touchstone 2.

Units 3-4

G: Present continuous, future with going to Present continuous for the future Joining clauses if and when. Indirect objects.

R: A leaflet about stress An article about traditions in different countries.

L: Listening to predict Listening for exact words, deitails.

S: Show surprise Use vague expressions and give vague responses

W: Asking for and giving advices about health problems Writing invitations to special events.

LS: Use technology in class

Shares memories of

growing up and life

events. Ask for and

give directions to get

around a place.

GROWING UP / AROUND TOWN

Gramática inductiva. Vocabulario asociativo. Lecturas. Escucha información de cds. Videos. Trabajo individual /grupo. Talleres.

G: Review of simple past Be born Determiners Pronouns one and some Is there? Are there?

R: Reading an interview

April 30 May 21

Reading a tour guide Demostración práctica.

10

20

30

ACACAIT2 Touchstone 2.

Units 5-6

L: Listen for corrections people make as they talk Listen for directions

S: Correct things you say Repeat key words and use echo questions to check information

W: Write interview questions Write a guide for a walking tour

LS: Asking for and giving directions

Mayo 22 Junio 5

Gives advice and make

suggestions when

travelling and having a

trip. Identify furniture

objects and have a

conversation on home

habits and evening

routines.

GOING AWAY / AT HOME Gramática inductiva. Vocabulario asociativo. Lecturas. Escucha información de cds. Mira videos. Trabajo individual /grupo. Talleres. Investigación en Internet. Demostración práctica.

8

14

22

ACACAIT2

Touchstone 2.

Units 7-8

G: Infinitives for reasons Ways to give advice and make suggestions Whose? Order of adjectives Location expressions after pronouns and nouns.

R: An article about unusual hotels An article about home habits of typical Americans

L: Listen for exact words Listen to check answers

S: Respond to suggestions Use I guess when you are not sure Ask politely for permission Agree to requests

W: Write a postcard Short article about evening routines Order events using sequencing words

LS: Link ideas

THINGS HAPPEN / COMMUNICATION

Gramática inductiva. Vocabulario asociativo.

June 6 June 20

Tell anecdotes and

talk about accidents.

Compare ways of

communicating with

people and manage

phone conversations.

G: Past continuous statements and questions Reflexive pronouns Comparative adjectives More, less and fewer

Lecturas. Escucha información de cds. Mira videos. Trabajo individual /grupo. Investigación en Internet. Talleres. Demostración práctica.

8

14

22

ACACAIT2

Touchstone 2.

Units 9-10

R: A newspaper column featuring letters from readers An article about text messaging

L: Listen to anecdotes and match with a response Listen to phone conversations to infer reasons.

S: React to and comment on a story Interrupt and restart phone conversations Use “just” soften things you say

W: Write a letter to a newspaper column. Link ideas with when and while Write a short article about advantages and disadvantages of a means of communication

LS: Technological Use

June 23 July 25

Describe people

and talk about the

future and

organizing events.

APPEARANCES / LOOKING AHEAD

Gramática inductiva. Vocabulario asociativo. Lecturas. Escucha información de cds. Mira videos. Trabajo individual /grupo. Talleres. Demostración práctica.

10

28

38

ACACAIT2

Touchstone 2.

Units 11-12

G: Use have got to describe people; verb+ing and propositions to identify people Future with will, may and might Present continuous and going to for the future. Clauses with if, when, after and before and the simple present to refer to the future.

R: Article about hair styles Article with predictions about the future

L: Listen to descriptions of celebrities Listen to a fashion editor about next year’s styles

S: Agree to something with all right and OK Use you mean or do you mean to help someone remember something

W: Write a fashion article describing the current look Write an article about how one of the predictions will make our lives better or worse.

LS: Connect ideas

2.5 MATERIALS:

Mc Carthy M., McCarthen J. & Sandiford H. (2010). Touchstone 2. New York, U.S.:

Cambridge University Press. (Student’s full version Teacher’s edition)

Touchstone 2 Arcade

Touchstone 2 Whiteboard

Links: www.cambridge.org/corpus www.macmillan.com.mx, www.macmillanenglish.com, www.grupomacmillan.com http://spanish.ecuador.usembassy.gov/ reference@licoln.org.ec Bliblioteca, embajada

2.6 RESOURCES:

Tape recorders

Videos(DVDs)

Internet

Projector

Libraries

Labs

TVs

2.7 COMMITMENTS:

English is an interactive class in which students will be actively involved in the learning process. Student learning is a top priority. Students will work in 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 Breve currículum vitae del profesor:

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.

EVALUATIÓN:

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: 1.5 points.

Six Classwork / Homework: 1.5 points.

One Institutional Test: 4 points. (Written Test /2 on May 16th. Test Grading on May 19th. Oral

Test /2 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: 1.5 points.

Six Classwork / Homework: 1.5 points.

One Institutional Test: 4 points. (Written Test /2 on July 8th. Test Grading on July 9th. Oral

Test /2 on July 10th, 11th).

Supplementary: July 21st.

Entering grades: July 23th – 25th, 2014.

Every activity will be grated over 10.

ANEXOS: CRITERIOS DE EVALUACIÓN CON NIVELES DE LOGRO:

Resultados de

Aprendizaje

Criterios de evaluación con niveles de logro (rúbrica)

5

10/10

4

9/10

3

8/10

2

7/10

1

6 y menos /10

Communicates thoughts on family, favorite things, interests and hobbies.

Excellent oral and writing skills to communicate thoughts on family, favorite things, interests and hobbies. Understands 100% of the information read in a magazine article and in a web page. Internalization of vocabulary related to types of TV shows, clothes, food, weekend activities. Interests, hobbies and kind of music. Does not make mistakes.

Very good oral and writing skills to communicate thoughts on family, favorite things, interests and hobbies. Understands 90% of the information read in a magazine article and in a web page. Uses efficiently the vocabulary related to types of TV shows, clothes, food, weekend activities. Interests, hobbies and kind of music. Awareness of mistakes and self monitoring of it.

Good oral and writing skills to communicate thoughts on family, favorite things, interests and hobbies. Understands 80 of the information read in a magazine article and in a web page. Translates vocabulary related to types of TV shows, clothes, food, weekend activities. Interests, hobbies and kind of music. Unawareness of mistakes.

Fair oral and writing skills to communicate thoughts on family, favorite things, interests and hobbies. Understands 70% of the information read in a magazine article and in a web page. Limited vocabulary related to types of TV shows, clothes, food, weekend activities. Interests, hobbies and kind of music. Makes frequent mistakes.

Poor oral and writing skills to communicate thoughts on family, favorite things, interests and hobbies. Understands 60% or less of the information read in a magazine article and in a web page. Lacks of vocabulary related to types of TV shows, clothes, food, weekend activities. Interests, hobbies and kind of music. Makes too many mistakes.

Describes common health problems and how to deal with them. Exchange information about celebrations, plans and predictions.

Excellent oral and writing skills to describe common health problems and how to deal with them. To exchange information about celebrations, plans and predictions. Understands 100% of the information read in a leaflet about stress and in an article about traditions in different countries. Internalization of vocabulary related to months of the year, days of the month, special days, celebrations and holidays. Time expressions for the past, saying years, school subjects. Does not make mistakes.

Very good oral and writing skills to describe common health problems and how to deal with them. To exchange information about celebrations, plans and predictions. Understands 90% of the information read in a leaflet about stress and in an article about traditions in different countries. Uses efficiently the vocabulary months of the year, days of the month, special days, celebrations and holidays. Time expressions for the past, saying years, school subjects. Awareness of mistakes and self monitoring of it.

Good oral and writing skills to describe common health problems and how to deal with them. To exchange information about celebrations, plans and predictions. Understands 80 of the information read in a leaflet about stress and in an article about traditions in different countries. Translates vocabulary months of the year, days of the month, special days, celebrations and holidays. Time expressions for the past, saying years, school subjects. Unawareness of mistakes.

Fair oral and writing skills to describe common health problems and how to deal with them. To exchange information about celebrations, plans and predictions. Understands 70% of the information read in a leaflet about stress and in an article about traditions in different countries. Limited vocabulary months of the year, days of the month, special days, celebrations and holidays. Time expressions for the past, saying years, school subjects. Makes frequent mistakes.

Poor oral and writing skills to describe common health problems and how to deal with them. To exchange information about celebrations, plans and predictions. Understands 60% or less of the information read in a leaflet about stress and in an article about traditions in different countries. Lacks of vocabulary months of the year, days of the month, special days, celebrations and holidays. Time expressions for the past, saying years, school subjects. Makes too many mistakes.

Shares memories of growing up and life events. Ask for and give directions to get around a place.

Excellent oral and writing skills to share memories of growing up and life events. Ask for and give directions to get around a place. Understands 100% of the information read in pages from a tour guide.

Very good oral and writing skills to share memories of growing up and life events. Ask for and give directions to get around a place. Understands 90% of the information read in pages from a tour guide.

Good oral and writing skills to share memories of growing up and life events. Ask for and give directions to get around a place. Understands 80 of the information read in pages from a tour guide.

Fair oral and writing skills to share memories of growing up and life events. Ask for and give directions to get around a place. Understands 70% of the information read in pages from a tour guide.

Poor oral and writing skills to share memories of growing up and life events. Ask for and give directions to get around a place. Understands 60% or less of the information read in pages from a tour guide.

Internalization of vocabulary related to months of the year, days of the month, special days, celebrations and holidays. Time expressions for the past, saying years, school subjects. Does not make mistakes.

Uses efficiently the vocabulary related to months of the year, days of the month, special days, celebrations and holidays. Time expressions for the past, saying years, school subjects. Awareness of mistakes and self monitoring of it.

Translates vocabulary related to months of the year, days of the month, special days, celebrations and holidays. Time expressions for the past, saying years, school subjects. Unawareness of mistakes.

Limited vocabulary related to months of the year, days of the month, special days, celebrations and holidays. Time expressions for the past, saying years, school subjects.

Makes frequent mistakes.

Lacks of vocabulary Related to months of the year, days of the month, special days, celebrations and holidays. Time expressions for the past, saying years, school subjects. Makes too many mistakes.

Gives advice and make suggestions when travelling and having a trip. Have a conversation on home habits and evening routines.

Excellent oral and writing skills to give advice make suggestions and share memories of growing up. To ask for and give directions to get around a place. Understands 100% of the information read in an article about unusual hotels and home habits. Internalization of vocabulary about home furnishings, places to keep things at home. Does not make mistakes.

Very good oral and writing skills to give advice make suggestions and share memories of growing up. To ask for and give directions to get around a place. Understands 90% of the information read in an article about unusual hotels and home habits. Uses efficiently the vocabulary about home furnishings, places to keep things at home. Awareness of mistakes and self monitoring of it.

Good oral and writing skills to give advice make suggestions and share memories of growing up. To ask for and give directions to get around a place. Understands 80% of the information read in an article about unusual hotels and home habits. Translates vocabulary about home furnishings, places to keep things at home. Unawareness of mistakes.

Fair oral and writing skills to give advice make suggestions and share memories of growing up. To ask for and give directions to get around a place. Understands 70% of the information read in an article about unusual hotels and home habits. Limited vocabulary about home furnishings, places to keep things at home. Makes frequent mistakes.

Poor oral and writing skills to give advice make suggestions and share memories of growing up. To ask for and give directions to get around a place. Understands 60% or less of the information read in an article about unusual hotels and home habits. Lacks of vocabulary about home furnishings, places to keep things at home. Makes too many mistakes.

Tells anecdotes and talk about accidents and compares ways of communicating with people and manage phone conversations.

Excellent oral and writing skills to tell anecdotes, talk about accidents and compare ways of communicating with people. Understand 100% of the information read in a newspaper column and an article about text messaging. Internalization of vocabulary related to parts of the body, injuries, adjectives, phone expressions. Does not make mistakes.

Very good oral and writing skills to tell anecdotes, talk about accidents and compare ways of communicating with people. Understands 90% of the information read in a newspaper column and an article about text messaging. Uses efficiently the vocabulary related to parts of the body, injuries, adjectives, phone expressions. Awareness of mistakes and self monitoring of it.

Good oral and writing skills to tell anecdotes, talk about accidents and compare ways of communicating with people. Understands 80% of the information read in a newspaper column and an article about text messaging. Translates vocabulary related to parts of the body, injuries, adjectives, phone expressions. Unawareness of mistakes.

Fair oral and writing skills to tell anecdotes, talk about accidents and compare ways of communicating with people. Understands 70% of the information read in a newspaper column and an article about text messaging. Limited vocabulary related to parts of the body, injuries, adjectives, phone expressions. Makes frequent mistakes.

Poor oral and writing skills to tell anecdotes, talk about accidents and compare ways of communicating with people. Understands 60% or less of the information read in an article about unusual hotels and home habits. Lacks of vocabulary related to parts of the body, injuries, adjectives, phone expressions. Makes too many mistakes.

Describes people and talk about the future and organizing events.

Excellent oral and writing skills to describe people and talk about future and organizing events. Understand 100% of the information read in an article about hairstyles and an article with predictions about the future. Internalization of vocabulary related to adjectives and expressions to describe people’s appearances and occupations. Does not make mistakes.

Very good oral and writing skills to describe people and talk about future and organizing events. Understands 90% of the information read in an article about hairstyles and an article with predictions about the future. Uses efficiently the vocabulary related to adjectives and expressions to describe people’s appearances and occupations. Awareness of mistakes and self monitoring of it.

Good oral and writing skills to describe people and talk about future and organizing events. Understands 80% of the information read in an article about hairstyles and an article with predictions about the future. Translates vocabulary related to adjectives and expressions to describe people’s appearances and occupations. Unawareness of mistakes.

Fair oral and writing skills to describe people and talk about future and organizing events. Understands 70% of the information read in an article about hairstyles and an article with predictions about the future. Limited vocabulary related to adjectives and expressions to describe people’s appearances and occupations. Makes frequent mistakes.

Poor oral and writing skills to describe people and talk about future and organizing events. Understands 60% of the information read in an article about hairstyles and an article with predictions about the future. Lacks of vocabulary related to adjectives and expressions to describe people’s appearances and occupations. Makes too many mistakes.

Ibarra, March 24th, 2014

g)…………………………………………

CAI´s PROFFESSOR

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