UNIVERSIDAD CATOLICA LOS ANGELES DE CHIMBOTE

IDIOMAS ULADECH CATOLICA

SYLLABUS / LEARNING PLAN

A. SILABO
1. General information

1.1 Name of the course : Inglés Intemedio Intensivo _presencial

1.2. Course code : 01055
1.3. Type of study : General
1.4 Nature of the course : Compulsory - (theory/practice)
1.5 Level of studies : Pre graduate/Post graduate
1.6 Academic cycle : II
1.7 Credits : 18
1.8. Hours per week : 12 classroom hours; 6 virtual hours
1.10. Total hours : 300
1.11. Previous requirement : Basic English
1.12. Head teacher :
1.13. Teaching tutor :Mg. Lourdes Pèrez Cabanillas

2. Features of the graduate profile related to the program

Students develop communicative language competences according to intermediate level, applying

appropriate grammar structures and vocabulary related to various specific contexts in written and oral
texts, so as to carry out the tasks to be accomplished and to the benefit of his own personal, cultural and
professional growth.

3. Summary

The phenomenon of globalization has contributed greatly to convert Intermediate English into the most
important and necessary language today. Training in Intermediate English is essential not only to get
better job opportunities in the future but also to communicate and have access to worldwide
information, thus keeping updated in any field of study and interest. Therefore, the Intermediate English
course is structured through different units, in order to achieve an optimal level of mastering English as
a means of communication with different people and cultures, as well as fostering social interaction
among the participants.

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 4. Competence
Develop oral and written comprehension and production capabilities in English through the application
of theoretical basis and practice, which enable understanding, and communication in the four main
language skills, such as speaking, reading, listening and writing on specific topics while providing
assessment towards the acquisition of new knowledge.

5. Specific Objectives

5.1 Communicate with various interlocutors to exchange information or dialogs about life priorities,
the senses, common illnesses, news media and predictions or unplanned decisions; using non-verbal
resources, “have to, need to, and want to”; “should” and “will” for predictions with cohesion and
coherence on topics which are familiar or of personal interest.

5.2 Talk with various interlocutors to exchange information or dialogs about global problems, natural
phenomena, and travelling expressions; using the non-verbal resources and “past continuous, “state
vs action verbs”; “past continuous vs past simple” and “present perfect for past experiences” with
cohesion and coherence on topics indicated.

5.3 Dialog with various interlocutors to exchange information or dialogs about the “present perfect”,
“past simple vs used”, “child personality”; “do and make” and “comparative and superlative”, using
the non-verbal resources and relevant expressions to initiate or end a dialog or simulation.

5.4 Communicate with various interlocutors to exchange information or dialogs about the “school
objects”, “class activities”, “phrasal verbs”; “warning and promises phrases” using “modals of
obligation & prohibition”, non-verbal resources, “prepositions + ing” , “ zero & first conditionals” ;
and “pronouns & referencing” with cohesion and coherence on topics which are familiar or of personal
interest or related to the context.

5.5 Dialog with various interlocutors to exchange information or dialogs about the “leisure and time
activities”, “verbs of movement”; “prepositions of movement”, “sports vocabulary” and “movie
genres” , using the non-verbal resources and the “prepositions of movement”, “go + ing”, “phrasal
verbs”, “prepositions & adverbs”; “compound nouns” ; “verbs + gerund/infinitive + ing” and “would
rather / prefer” with cohesion and coherence.

5.6 Communicate with various interlocutors to exchange information or dialogs about “like phrases”,
the “pausing devices”, “technology” and “phrasal verbs” using the non-verbal resources, “like
phrases”, the “numbers and fractions”, and “phrasal verbs” with cohesion and coherence on topics
which are familiar or of personal interest or related to the context.

5.7 Talk with various interlocutors to exchange information or dialogs about “false cognates”,
“expressions for certainty and doubt”, “wedding words”, “romance” and “intensifiers” using the non-
verbal resources and relevant expressions to initiate or end a dialog or simulation.

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 5.8 Dialog with various interlocutors to exchange information or dialogs about “performers”, “birth
order”, “causes and symptoms of stress”; “lifestyle changes”, “money” and “alternative lifestyles”,
using the non-verbal resources, “word formation: over, under”, “probably: may, might, could, must,
can’t + be”; “relative pronouns”, “questions review”, “what vs which”; “How + adjective / adverb” and
“one / ones” .

6 Specific topics for learning unit

Learning Specific objectives Content

Unit
01 5.1 Vocabulary:
 Life priorities
 The senses + verbs and adjectives
 Common illnesses
 News Media
Grammar:
 Verb + infinitive or + -ing
 Have to/ Need to/ Want to
 Will + & - for predictions / unplanned decisions.
 Should + & -
 In / On (news media)

02 5.2 Vocabulary:
 Global problems
 Natural phenomena
 Traveling expressions
Grammar:
 Past Continuous
 State vs. Action verbs
 Past Continuous vs. Past Simple
 Present perfect for past experiences + - ?
03 5.3 Vocabulary
 Past participles
 Points and periods in time
 Word formation
 Child personality
 Do vs. make
Grammar
 Present perfect for completed actions (already, just,
yet)

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  Present perfect for unfinished past (for, since)
 Past simple vs. Used to
 Comparatives / Superlatives / as … as
04 5.4 Vocabulary
 School subjects
 Class activities
 Phrasal verbs
 Warning and promises phrases
Grammar
 So / But
 Prepositions + -ing
 Modals of obligation & prohibition.
 Too / Enough/ Too much / Too many
 Zero & First Conditionals
 Pronouns & referencing
05 5.5 Vocabulary
 Leisure and time activities
 Verbs of movement
 Prepositions of movement
 Sports vocabulary
 Phrasal verbs
 Movie genres
Grammar:
 Go + -ing
 Prepositions & Adverbs
 Compound nouns
 Verb + gerund
 Verb + infinitive or + -ing
 Would rather / prefer
06 5.6 Vocabulary:
 Like phrases
 Numbers and fractions
 Pausing devices
 Technology
 Phrasal verbs
07 5.7 Vocabulary:
 False cognates
 Expressions for certainty and doubt
 Wedding words
 Romance

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  Intensifiers
08 5.8 Vocabulary:
 Performers
 Birth Order
 Causes and Symptoms of stress
 Word-formation: over – under
 Lifestyle changes
 Money
 Alternative lifestyles
Grammar:
 Probability –may, might, could, must, can’t + be
 Relative pronouns
 Questions Review
 What vs. Which
 How + Adjective / Adverb
 One / Ones
6. Strategies for teaching and learning

The methodology used to develop this subject focuses on the learning process of the students, through
participatory techniques such as brainstorming, role plays, pair-work, dialogs and group work, based on
communicative situations connected to reality.

This methodology also responds to the learning system known as "Blended Learning" in the context of the
communicative approach and systemic and cooperative learning, in order to enhance the development of the
students’ abilities and skills.

The specific contents will be developed through activities planned by the teacher in which students are the
main actors in the construction of their learning. The teacher fulfils different roles: one of motivator,
mediator, facilitator, challenger and expert.

The activities may be theoretical or practical and the strategies, techniques and procedures employed should
be active.

TEACHING - LEARNING STRATEGIES TYPES

Strategies to explore prior knowledge Brainstorming

Quiz/ questionnaire
and activate motivation Eliciting
Warmers
Lead-ins
Question - answer
Strategies to foster written comprehension Skimming
Gisting
(Reading) Scanning
Detecting functions
Extracting specific information
Contextual guessing

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 Filling out forms
Simple cloze
Strategies to foster oral comprehension Instructional listening (filling in gaps, marking the correct
answer)
(Listening) Language analysis tasks
Summarizing information
Strategies to foster oral production Dialog and discussing
Pair-work
(Speaking & Interaction) Role play
Oral presentation
Peer coaching
Survey
Drilling
Strategies to foster written production: Written practice
Strategies and techniques to develop the acquisition of
(writing) vocabulary and use of correct spelling (visual
presentation, word-games, crosswords, etc.), the correct
use of grammar (filling in the blanks, matching, word
order etc.), capitalization, punctuation and paragraphing.
Cooperative strategies and active methods to foster the Group work
Games
development of competences
Task-based activities

7. Pedagogical resources:

The modern classroom and Laboratory Learning Digital is used for the development of the subject.

Teacher tutoring:

It is scheduled at the end of each learning unit, according to the needs of the student, which is processed
through the respective computer module from the ERP University.

8. Learning Assessment

As well as formative and informal assessment, a formal assessment will be held throughout each learning
unit. The average score of each learning unit is obtained as follows:

N° DESCRIPTION OF ACTIVITIES %

1 Problem-solving activities according to the language skills: (45%)

Reading (15%)
Listening (15%)
Writing (15%)

2 Oral exam (Speaking) (20%)

3 Written exam (25%)

4 Virtual platform activities (10%)

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 TOTAL 100%

The minimum passing grade of the program is thirteen (13).

Students who achieve at least an average grade of ten (10) will be entitled to the make-up test. The final
grade of the make-up test will not be higher than thirteen (13) and will replace the average grade

Bibliographical References

• Paul & HODGSON Elaine(2013) ENGLISH ID 2- RICHMOND – United Kingdom SELIGSON

• Badalamenti, Victoria and Henner – Stanchina, Carolyn Grammar Dimensions”
• Heinle and Heinle Publishers, USA, 2000.Kesner Bland, Susan “Grammar Sense” 1,2,3 Oxford
University Press, England, 2004.
Bibliography - Dictionaries
• MOLINSKY, STEVEN y BLISS, BILL Word by Word – Picture Dictionary
Ed. Prentice Hall Regents, New Jersey-USA, 1994 LONGMAN Active Study Dictionary of English 5ta
ed., Ed. Longman Group UK. Limited, Essex-England,1993.
• WILLIAMS, EDWIN The Bantam New College Revised Spanish English Dictionary Ed. Bantam
Books, New York-USA, 1989.
On line
• www.cambrigedictionaryonline.com
• www.wordreference.com
• Diccionario – Traductor http://dictionary.reference.com/translate/
• www.oup.com/elt/global/products/headway/elementary
• www.oup.com/elt/global/products/englishforlife
• www.oup.com/elt/global/products/inenglish
• www.oup.com/elt/global/products/result/engelem
• www.learnningenglish.com

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9. Anexos

Anexo 01: Learning Plan

LEARNING UNIT 1:

5.1 Communicate with various interlocutors to exchange information or dialogs about life priorities, the senses, common
Specific Objectives illnesses, news media and predictions or unplanned decisions; using non-verbal resources, “have to, need to, and want to”;
“should” and “will” for predictions with cohesion and coherence on topics which are familiar or of personal interest.

Learning Activities Time

Lesson 1.1.
1. Students revise some of the main topics covered in Basic level.
2. Students identify life priorities in a written text.
3. Students talk about their life priorities.
4. Students read to recognize information about profiles.
5. Students listen to a dialog to give information using “have to, need to and want to".
6. Students compare ideas about the needs that describe them best.
Lessons 1.2 & 1.3 1 st week,
12 hours
1. Students read and do activities related to the advantages or disadvantages of studying and working from home.
2. Students get familiar with the vocabulary related to the senses.
3. Students use “will / won’t” for predictions and unplanned decisions.
4. Students read and do activities related to ads of the month.
5. Students produce an ad with data required.

Lessons 1.4 & 1.5 2nd

week,
1. Students acquaint with the vocabulary about common illnesses. 06 hours

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 2. Students listen to some dialogs to recognize the use of should / shouldn’t.
3. Students read about some people problems and their replies.
4. Students give their opinions about some ways of advice.
5. Students read some quotes about advice and predictions.
6. Students identify statements using “there will be” and “reflexive pronouns” and use them to make some short texts.
7. Students act out some conversations or simulations practicing offering, giving and refusing help
Lesson 2.1.
8. Students do some vocabulary activities related to news media.
9. Students listen to and identify news stories.
10. Students make sentences for different types of news story and identify the type of their classmates’ stories.
11. Unit test 1.

LEARNING UNIT 2:
Specific Objectives 5.2 Talk with various interlocutors to exchange information or dialogs about global problems, natural phenomena, and
travelling expressions; using the non-verbal resources and “past continuous, “state vs action verbs”; “past continuous vs past
simple” and “present perfect for past experiences” with cohesion and coherence on topics indicated.

Lesson 2.2 & 2.3

1. Students perform different activities in relation to global problems.

2. Students identify information using the Past Continuous

3. Students read an article and identify three documentaries. 3rd week,

12 hours
4. Students do some comprehension activities to Natural phenomena vocabulary.

Lessons 2.4 & 2.5

5. Students discriminate the use of Past Continuous vs Past Simple.

6. Students understand some people’s stories about dramatic interruptions.

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 7. Students comprehend a dramatic story and perform reading comprehension’s activities.

8. Students use some expressions used to show that you’re a good listener.

Review 1 & Lesson 3.1

1. Students analyze units 1 &2 by doing some reading, listening, writing, grammar and vocabulary activities.

2. Students work out some vocabulary activities of comprehension related to traveling and get familiar with new vocabulary.

3. Students listen to a quiz related to the level of travel stress.

4. Students relate their funny, stressful, surprising on travel experiences and write about them.

Lesson 3.2 4 th week,

12 hours
5. Students infer relevant information on a couple’s story through an audio listening and act out some listening and speaking activities
related to it.

6. Students use information with the present perfect about general past experiences.

7. Students talk about their general past experiences.

8. Students make a class survey report about their experiences.

9. Unit test 2

LEARNING UNIT 3:
Specific Objectives 5.3 Dialog with various interlocutors to exchange information or dialogs about the “present perfect”, “past simple vs used”,
“child personality”; “do and make” and “comparative and superlative”, using the non-verbal resources and relevant
expressions to initiate or end a dialog or simulation.

Lessons 3.3 & 3.4

5 th week,
1. Students comprehend the article “How to travel together without killing each other”.
12 hours
2. Students discriminate the correct use of “already, just and yet”.

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 3. Students make a list about things to do before you die.
4. Students work out some reading activities in relation to the gap year.
5. Students discriminate the use of present perfect for unfinished past by using for and since.
Lesson 3.5
1. Students share some personal unfinished experiences and life changes throughout the years.
2. Students scan a text to find some relevant information about having been to the moon.
3. Students identify some expressions used when reacting to unexpected information.
4. Students distinguish the past participles of verbs and the use of present perfect.

Students write a text about their past general experiences.

Lesson 4.1 & 4.2

1. Students acquaint with some vocabulary about childhood.
2. Students communicate about their childhood habits.
3. Students distinguish the use of “do & make”.
4. Students comprehend the discussion forum: “Were you a weird kid?” and comment about it. 6 th week,
12 hours
Lesson 4.3 &4.3
1. Students distinguish the utilization of “Used to” and the Past Simple.
2. Students dialog about their childhood memories.
3. Students infer the missing information through a survey about vinyl or digital.

Unit test 3

LEARNING UNIT 4:
Specific 5.4 Communicate with various interlocutors to exchange information or dialogs about the “school objects”, “class activities”,
Objectives
“phrasal verbs”; “warning and promises phrases” using “modals of obligation & prohibition”, non-verbal resources,
“prepositions + ing” , “ zero & first conditionals” ; and “pronouns & referencing” with cohesion and coherence on topics which
are familiar or of personal interest or related to the context

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 Lesson 4.4 & Review 2
1. Students understand some tweets about a TV program.
2. Students apply the correct use the comparatives adjectives, superlatives and as … as.
3. Students comprehend an anecdote and do some reading comprehension activities about it.
4. Students do some listening activities about making recommendations
5. Students discuss units 3 &4 by doing some reading, listening, writing, and grammar and vocabulary activities.
7th week,
6. Students acquaint with vocabulary related to school subjects 06 hours
Lesson 5.1. & 5.2
1. Students listen to a girl talking about her life choices.
2. Students learn some vocabulary class activities and use it in short dialogs.
3. Students listen to an audio about the correct use of modal verbs for obligation and prohibition through a conversation.
4. Students dialog about the rules applied in the place where they live.

Students produce a short text about their obligations and prohibition related to their daily life.

Lesson 5.3 & 5.4

1. Students listen to an audio about reasons why people choose a course and then drop out of school and understand the relevant ideas.
2. Students listen to a conversation to identify the use of: “too / enough / too much / too many”.
3. Students read and order a text to identify about zero and first conditional. They learn how to use them in the production of oral sentences
and short written text containing this new structure.
8 th week,
4. Students do some reading activities related to one article presenting tips to keep one’s job.
06 hours
5. Students communicate about the pros and cons of the place where they work or study.
6. Students participate information about two changes to suggest to their boss / school principal.
Lesson 5.5. & Review 3
1. Students read and understand a blog (references), as a part of their reading comprehension.
2. Students recognize expressions to use when giving warning and making promises. They role-play short situations where they use
similar expressions.

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 3. Students produce captions for photos containing warning and promises
4. Students develop the activities given in the mid-term review.

Unit 4 test

LEARNING UNIT 5:
Specific 5.5 Dialog with various interlocutors to exchange information or dialogs about the “leisure and time activities”, “verbs of
Objectives
movement”; “prepositions of movement”, “sports vocabulary” and “movie genres” , using the non-verbal resources and the
“prepositions of movement”, “go + ing”, “phrasal verbs”, “prepositions & adverbs”; “compound nouns” ; “verbs +
gerund/infinitive + ing” and “would rather / prefer” with cohesion and coherence

Lesson 6.1 & 6.2

1. Students identify and get familiar to vocabulary related to leisure time activities.
2. Students recognize the verbs with or without “go” and go + -ing and use them to speak about their favorite activities.
3. Students listen to an audio and dialogue about other people’s vacations.
4. Students analyze verbs of movement and talk about extreme sports using them.
5. Students distinguish the prepositions, adverbs and compound nouns to talk and produce short text about extreme sports. 9 th week,
Lesson 6.3 12 hours

1. Students recognize the prepositions of movement and use them to ask each other questions about their sports and other kinds of
activities.
2. Students fill in a text of a postcard and use it as an example to write a similar text.
3. Students communicate about activities they like and don’t like using different combination of verbs.

Students identify verb patterns. (Verb + gerund) and learn to use them to produce oral and written sentences.

Lesson 6.4 & 6.5 10 th

1. Students listen to an audio and identify vocabulary about sports equipment. week,
2. Students watch a video and act out a few activities to learn how to talk about rules of games and sports equipment. 12 hours
3. Students make simple instructions to explain a sport they like and do a reading comprehension.

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 4. Students understand an e-mail about birthday plans to identify the use of verb + gerund / verb + infinitive. They write their reply
following a model.
5. Students do some reading and listening activities related to guessing meaning.
6. Students recognize some expression used when expressing preferences to speak about their own experiences and making decisions.
Review & Lesson 7.1
1. Students figure out some grammar and vocabulary exercises, reading, listening and writing activities to review units 5 and 6.
2. Students read and comprehend an article about movie genres and to talk about movies.
3. Students acquaint with word stress in relation to some common suffixes.
4. Students describe a popular movie they’ve seen recently guided by some questions and quiz each other about it.

Unit 5 Test

LEARNING UNIT 6:
Secific Objectives 5.6 Communicate with various interlocutors to exchange information or dialogs about “like phrases”, the “pausing devices”,
“technology” and “phrasal verbs” using the non-verbal resources, “like phrases”, the “numbers and fractions”, and “phrasal
verbs” with cohesion and coherence on topics which are familiar or of personal interest or related to the context

Lesson 7.2 & 7.3

1. Students listen to an audio about movies and make guesses and to understand details.
2. Students communicate about activities, movie genres, actors and musicians they like and don’t like.
3. Students read and understand an article about obsessive fans looking for gist and details. They identify in the text the use of some, 11st
any, no, every compounds and use them to talk about their personal experience on this topic. Students verify the use of‘s for week,
possession. 06 hours
4. Students solve a few listening activities about obsessive fans to identify main ideas, details and the use of “so” and such.
5. Students participate stories about fans’ obsessions to find out the strangest experience.
Lesson 7.4
6. Students comprehend a text to get familiar with vocabulary about piracy and talk about it and to identify the passive voice.

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 7. Students distinguish the correct use of the passive voice in oral and written texts, in the present and past tenses.
8. Students get familiar with the weak forms of the passive voice.

Students work out a few reading and listening activities related to passive voice.

Lesson 7.5 (& 8.1)

1. Students read and comprehend a webpage and answer questions about reality shows.
2. Students listen to a phone call to a radio station looking for specific information and get familiar with fillers to improve their fluency.
3. Students act out short dialogs in which they give opinions using conversation fillers such as: “you know, yeah, anyway”.
4. Students get familiar with vocabulary related to technology.
5. Students understand a diary and listen to an audio to check their comprehension.
12rd
6. Students produce short written and oral texts using the new vocabulary acquired.
week,
Lesson 8.2
12 hours
1. Students listen to short conversations to get familiar with vocabulary related to phrasal verbs and the place of pronouns in sentences
containing such verbs.
2. Students practice their intonation of yes/no and information questions.
3. Students act out role play conversations about technological advances.
4. Students examine the structures and vocabulary learnt in this unit.

Unit 6 Test

LEARNING UNIT 7:
Specific 5.7 Talk with various interlocutors to exchange information or dialogs about “false cognates”, “expressions for certainty and
Objectives
doubt”, “wedding words”, “romance” and “intensifiers” using the non-verbal resources and relevant expressions to initiate or
end a dialog or simulation.

Lesson 8.3 13th

1. Students listen to and comprehend an article about future inventions. They do some reading and listen activities to check their week,
comprehension. 12 hours

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 2. Students recognize future forms: will / going to and learn how to use them in the production of written and oral texts.
3. Students talk about future inventions and future reality, guided by a few questions.
Lesson 8.4 & 8.5
1. Students read and comprehend an article about technology and conversation killers. They express their opinion about it and
conversation skills.
2. Students listen to three dialogs and understand the cartoons about more future forms: present simple, present continuous, will,
going to and revise/ learn their different use.
3. Students create short conversations related to different personality types using the appropriate future structure.
4. Students solve some reading and listening activities about fortune – telling.

Students recognize vocabulary and expressions used when making predictions and use them in short oral dialogs.

Review 5 & Lesson 9.1

1. Students figure out some grammar, vocabulary, reading and listening activities to revise units 7 and 8.
2. Students distinguish new vocabulary related to weddings. They listen to a wedding planner to check their comprehension and
discriminate the use between be and get.
3. Students listen to a dialog and identify details to complete a table with the given information.
4. Students dialog about wedding in different cultures and plans for their wedding, using the vocabulary previously acquired.
Lesson 9.2 & 9.3
14th
1. Students read and understand an article about a memorable wedding and identify adjectives with ed and ing and their uses. week,
2. Students communicate about romance, marriage, weddings and feelings, using the adjectives learned in this section. 12 hours
3. Students get familiar with the vocabulary related to romance, as well as common adverbs. They express their opinion about love
and romance, guided by some questions.
4. Students listen to a dialog and distinguish the use of second conditional. They work out various activities to learn how and when
to use this new structure.
5. Students talk and make short texts about impossible or unlikely situations.
6. Students take a quiz about jealousy and share their opinions about it.

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 LEARNING UNIT 8:
Specific 5.8 Dialog with various interlocutors to exchange information or dialogs about “performers”, “birth order”, “causes and
Objectives
symptoms of stress”; “lifestyle changes”, “money” and “alternative lifestyles”, using the non-verbal resources, “word formation:
over, under”, “probably: may, might, could, must, can’t + be”; “relative pronouns”, “questions review”, “what vs which”; “How
+ adjective / adverb” and “one / ones” .

Lesson 9.4 & 9.5

1. Students acquaint with vocabulary related to performers.
2. Students listen to people speculating and use modals of probability: may, might, could, must, can’t. They do some fixing activities
to know how to use them.
3. Students read and comprehend an article, looking for specific information.
4. Students dialog about performing and performers.
5. Students read and understand an article about family relationships to identify main ideas, most important facts, causes and effects.
15th
6. Students recognize a few expressions used to give advice and role play situations in which they would apply similar language.
week,
Lesson 10.1 & 10.2
12 hours
1. Students get familiar with vocabulary related to causes and symptoms of stress.
2. Students listen to people talking about ways of relieving stress. They solve listening comprehension activities to order ideas and
identify details.
3. Students create written and oral texts about causes and symptoms of stress.
4. Students acquaint with vocabulary about lifestyle changes and read texts to identify specific details.
5. Students communicate about lifestyle changes and write a text about them.

Students distinguish the use of relative pronouns and use them to describe photos.

Lesson 10.3 & 10.4 16st

1. Students listen to and comprehend a movie review about attitude towards money and alternative lifestyles and get familiar with the week,
related vocabulary. 06 hours

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 2. Students communicate and write about their attitudes towards money and alternative lifestyles.
3. Students listen to a conversation about school reunions to identify verb tenses.
4. Students verify the way of asking questions and learn “how + Adj / Adv “question stress.
5. Students distinguish some cyber English expressions and use them to write text messages.
Lesson10.5 & Review 6
1. Students discuss strategies for reading faster.
2. Students listen to and understand an article about how to describe people and things. They figure out some oral activities to practice
the new vocabulary.
3. Students solve some grammar, vocabulary, reading, listen and writing activities to review units 9 & 10.

Final test

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 Aneso 02: Instrumentos de Evaluation

Oral Assessment Sheet

Date: ______________ Level: ____________

Group: _______________ Teacher: ____________________

STUDENT’S NAME Fluency Coherence Grammar Vocabulary Pronunciation Total

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

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 RUBRICS FOR ORAL ASSESSMENT:

Indicator 1 2 3 4
Pauses and Speaks Speaks mostly in Always speaks in
Fluency hesitates most of sufficiently complete complete
the time, clearly and sentences with sentences with no
searching for distinctly, with only a few interruptions nor
words some interruptions and hesitation
interruptions and hesitation
hesitation

Coherence The sentences are The sentences are The sentences are The sentences are
disconnected and sufficiently coherent and always coherent
incoherent. It is connected and related to the and related to the
hard to tell what coherent to the topic most of the topic.
the topic was. topic. time.
Applies grammar Chooses the Uses the
Grammar Shows very little structures to form correct grammar gramatical
knowledge and no sentences structures to form structures learnt
mastery of with some errors sentences most of correctly and
grammar and the time easily
structures inconsistencies

Vocabulary Uses very limited Uses a sufficient Uses an adequate Uses appropriate
vocabulary range of range of and varied
vocabulary. vocabulary. vocabulary
Some errors in according to the
word usage level
Speaks clearly
Pronunciation Often mumbles or Speaks Speaks clearly and distinctly all
can not be sufficiently and distinctly (100-95%) the
understood. clearly and most of the time, time with fairly
distinctly, with with satisfactory good accent and
acceptable pronunciation pronunciation.
pronunciation

IUC SPA V 004 Pág. 20

 Writing Assessment Sheet

Date: ______________ Level: ____________

Group: _______________ Teacher: ____________________

STUDENT’S NAME Content Organization Achievement Use of Correctness Total

of purpose language

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

IUC SPA V 004 Pág. 21

 RUBRICS FOR WRITTEN ASSESSMENT

Indicator 1 2 3 4

Content Very poor and Simplistic and Satisfactory Effective and

insufficient thoughts emerging presentation of engaging
and supporting presentation of thoughts ans details presentation of
details thoughts and details thoughts and details

Organization Very little Writes The text presents The text well and
organization is predominantly satisfactory effectively organized
exhibited. phrases and patterned organization (Topic
sentences with little sentence, body and
logical sequence conclusión)

Achievement of Purpose is very Purpose is Purpose is clearly Purpose is clearly

Purpose vaguely established established but not established and established and
well sustained generally sustained effectively sustained

Vague, imprecise or Mainly simple but Vocabulary is Precise and effective

Use of language inappropriate sufficiently precise appropriate to the vocabulary is used.
vocabulary is used sentences are used, purpose and Sentences vary in
often lacking in sentences are mostly length and pattern.
variety well structured

Uses single words Text contains errors Text contains minor Text contains
Correctness and disconnected that which interfere errors, none of which essentially no errors
phrases; exhibits with clarity of interferes with clarity which interfere with
little awareness of communication of communication. clarity of
capitalization & communication
punctuation.

IUC SPA V 004 Pág. 22

 CHECKLIST FOR READING COMPREHENSION:
0= Never 1 = Infrequently 2 = Frequently 3 = Mostly 4 = Always

INDICATORS

T
STUDENT’S FULL NAME Identifies purpose for Identifies main points, Identifies details and Monitors Expresses opinion O
reading and makes facts and opinions that is able to recall them understanding of the before the ideas T
predictions before and may be related to the text and uses strategies suggested by the A
during reading text to figure out the author and uses new L
meaning of new words vocabulary in
speaking and writing

IUC SPA V 004 Pág. 23

 CHECKLIST FOR LISTENING COMPREHENSION:
0= Never 1 = Infrequently 2 = Frequently 3 = Mostly 4 = Always

INDICATORS

T
STUDENT’S FULL NAME Determines exactly Pays careful attention Asks effective Can identify and Understands O
what he or she needs to relevant verbal questions to clarify summarize the instructions and T
to know information verbal information speaker’s main points audios beyond surface A
meaning L

IUC SPA V 004 Pág. 24

 WRITTEN EXAM

Names: ___________________________________________ Date: _____________

Teacher: __________________________________________ Cycle: _____________ Group: ____________

I. LANGUAGE IN USE: Grammar, vocabulary, functional language, pronunciation

II. READING:

III. LISTENING:

IV. WRITING:

IUC SPA V 004 Pág. 25

 ANEXO 03:
CRONOGRAMA DE EXÁMENES

CRONOGRAMA DE EXÁMENES DE LA MODALIDAD REGULAR INTERMEDIO

UNIDAD SEMANA EXAMEN

I-Unidad:
Última sesión de la cuarta semana
Desde la lección 1.1 hasta 2.1

II-Unidad
Última sesión de la octava semana
Desde la lección 2.2 hasta 3.2

III-Unidad
Última sesión de la décima segunda semana
Desde la lección 3.3 hasta 4.4

IV-Unidad
Última sesión de la décima sexta semana
Desde la lección 4.5 hasta 5.5.

V-Unidad
Última sesión de la vigésima semana
Desde la lección 6.1 hasta 7.1

VI-Unidad
Última sesión de la vigésimo cuarta semana
Desde la lección 7.2 hasta 8.2

VII-Unidad
Última sesión de la vigésimo octava semana
Desde la lección 8.3 hasta 9.3

VIII-Unidad
Última sesión de la trigésimo segunda semana
Desde la lección 9.4 hasta 10.5

IUC SPA V 004 Pág. 26