UNIVERSIDAD CATÓLICA LOS ÁNGELES DE CHIMBOTE

IDIOMAS ULADECH CATOLICA

SYLLABUS
A. SYLABO
1. General information

1.1 Name of the course : Inglés Básico (Intensivo)

1.2 Course code : 01052
1.3 Modality of study : Presencial
1.4 Nature of the course : Compulsory - (theory/practice)
1.5 Level of studies : Pre-graduate/post graduate
1.6 Academic term :I
1.7 Credits : 18
1.8 Hours per week : 12 classroom hours; 6 virtual hours
1.9. Total hours : 300
1.10. Previous requirements : none
1. 11 Academic Term : 2017 - 1
1.12. Head teacher : Mg. Gina Soplopuco Rivas de Ríos
1.13. Teaching tutor :

2. Features of the graduate profile related to the program

Students develop communicative language competences according to each 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. Sumilla
The phenomenon of globalization has contributed greatly to convert Basic English into the most important
and necessary language today. Training in Basic 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 Basic 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.
4. General goal
Develop reading , written comprehension and oral understanding in English through the application of
theoretical basis and practice which enable understanding and communication in the three main language
skills, such as reading, listening and writing on specific topics while providing assessment towards the
acquisition of new knowledge.
5. Specific Objectives
Learning Specific objectives
Unit
01 5.1 Use simple phrases and sentences to give personal information with an adequate
intonation and pronunciation.
02 5.2 Communicate information about their daily routine in order to exchange
information.
03 5.3 Understand general and specific information on simple texts related to the learner’s
current activities and future arrangements.
04 5.4 Produce simple texts with cohesion and coherence related to what they like or
dislike doing on vacation using the vocabulary studied
05 5.5 Get the main idea in short and clear messages and announcements by using
information to solve any situation.
06 5.6 Understand short and simple texts, finding specific, predictable information in
simple texts about biography
07 5.7 Produce simple texts with cohesion and coherence related to healthy food and areas
of immediate need, using the appropriate corresponding linguistic elements
08 5.8 Organize a list of ideas about their plans for next vacation, using the appropriate
linguistic elements Learning Units

6. Learning Units
LEARNING SPECIFIC CONTENT
UNIT OBJECTIVES
01 5.1 Vocabulary:
 Countries & nationalities
 Positive and negative adjectives
 The alphabet
 Numbers 1-100
 Personal objects (singular and plural)
 Colors
 Greetings
 Cyber English
 Days of the week
 Telling time
Grammar:
 Subject pronouns
 Verb be (present simple)
 Articles a/an and zero article
 Wh- questions
 Demonstrative pronouns : This vs. These
 Possessive adjectives
 Prepositions of time at / on
02 5.2 Vocabulary
 Morning routines
 Cell phone uses
 Family members
 Wh-questions : who, where, what
 How old are you?
 Birthday activities
 Weather and temperature
 Months and seasons
 Actions in progress
 Common phone phrases
Grammar
 Present simple tense (affirmative and negative)
 Present simple (interrogative)
 Frequency adverbs
 It’s raining vs. It’s rainy
 Present Continuous
 Present Simple vs Present Continuous
 Pronunciation
 Question Intonation and silent E
03 5.3 Vocabulary
 Actions in progress
 What do you do?
 Actions in progress in future
 Future time expressions in future
 Cyber English
 Certain verbs
 Making offers
 Sports
 Abilities (job interview expressions)
 Occupations
 Clothes
Grammar
 Present continuous
 Present simple vs. Present continuous
 Present continuous for future
 Verbs: need / want
 Obligation : have to
 Questions to the offers
 Verbs: love, don’t like, hate
 Modal verb can (affirmative, negative,
interrogative)
 Preposition to, for
 Same pronunciation and different meaning
 Possessive pronouns
 Use of whose
04 5.4 Vocabulary
 SPA facilities
 Clothes sizes & accessories
 Public places
 Free time and vacation activities
 Cyber English
 Household chores
 Ads for vacation
 Opposite adjectives
  Word formation
Grammar
 The suffix
 Object pronouns : it, her, him, them
 There + be in present : affirmative, negative and
interrogative form
 Too / either vs. also
 Verbs love / like / not mind / hate + verb-ing
 I like and I don’t like
 Imperatives (affirmative and negative)
 Giving directions
05 5.5 Vocabulary
 Rooms in a house
 Furniture
 Party items
 Past time expressions
 Celebrations
 Saying years
 Cyber English
 Comparing places in town back then and now
 Types of parties
 Description of a house
Grammar
 There + be (affirmative, negative,
interrogative) in Past
 Past forms of the verb be (affirmative,
negative, interrogative)
 Prepositions of place
 There + be (Present vs. Past)
06 5.6 Vocabulary
 Expressions used in a biography
 Dates and ordinal numbers
 Cyber English
 Review of routine verbs
 Vocabulary related to music
  Phrases used in a phone conversation
Grammar
 Past Simple (regular verbs in affirmative, negative
and interrogative forms)
 Past Simple (irregular verbs in affirmative, negative
and interrogative forms)
 Subject vs. Object Questions
 Modal verbs Can/ Could
 Will (for unplanned responses)
07 5-7 Vocabulary

 Food and drink

 Portions of food
 Large numbers
 Means of transportation
 Traditional jobs and jobs of the future
 Future plans

Grammar

 Countable vs. Uncountable nouns

 Quantifiers (some/any)
 How much vs. How many
 I like vs. I’d like
 Verb get (to)
 Suffixes for jobs
 (Be) going to
08 5-8 Vocabulary
 Life changes
 Verbs borrow and lend
 The body and face
 Adjectives to describe appearance
 Adjectives to describe character
 Personality adjectives
 Geographical features
Grammar
 Going to vs. Present Continuous for plans
 Comparatives
  Irregular plural forms
 Comparatives
 Superlatives

7. 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, as follows:
TEACHING LEARNING TYPES
STRATEGIES
Strategies to explore prior Brainstorming
knowledge Quiz/ questionnaire
and activate motivation, Eliciting
icebreakers or warm-up Lead-ins
activities Questions – answers
Diagrams
Warmers
Strategies to foster written Skimming
comprehension Gisting
(Reading) Scanning
Detecting functions
Extracting specific information
Contextual guessing
Filling out forms
Simple Cloze
Character Map
Scrambled sentences
Strategies to foster oral Back to back
comprehension Quick 20 –questions quiz
 (Listening) Draw a picture
Information Gap
Secret orders
Dictation
Videos
Strategies to foster oral Picture prompt
production Role play
(Speaking & Interaction) Simulation
Dialog
Survey
Oral presentation
Discussion questions
Drilling
Story chain
Strategies to foster written Free-writes
production: Brainstorming
(writing) Remember the picture
Venn Diagrams
Unfinished stories
Written practice
Strategies and techniques to develop the acquisition of 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 Pairs
active methods to foster the Group work
development of competences Games
Task-based activities

8. Pedagogical resources:
The modern classroom and Laboratory is used for the development of the subject, as well as the virtual
platform provided by the course-book (Richmond).
Teacher tutoring:
It is scheduled at the end of each learning unit, according to the needs of each student, which are
processed through the computer module provided by ERP University.
9. 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:

Nº 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%
TOTAL 100

10. References
Seligson P et al. Engles ID 1-Student’s Book. Santillana Educación SL-Richmond
Publishing..UNIVERSIDAD CATÓLICA LOS ANGELES DE CHIMBOTE. 2013.
Richmond Compact Dictionary. Español Inglés/English Spanish Richmond Publishing. 2010
.
ANEXO 01
LEARNING PLAN
LEARNING UNIT 1
Specific 5.1 Use simple phrases and sentences to give personal information
objectives with an adequate intonation and pronunciation.
Time Learning activities
1st week Syllabus presentation.
12 hours Students learn the names of different countries, languages and
nationalities.
Students get familiar with subject pronouns.
Students learn to use correctly the verb to be in affirmative, negative
and interrogative sentences.
Students learn to use the appropriate greetings in given situations and
answer to greetings of other people, as well as introduce themselves
and ask about nationality.
Students learn the correct pronunciation of the alphabet. They easily
spell common English words.
Students get acquainted with some of the IPA sound transcriptions.
Students learn numbers from 1 till 100.
Students learn to distinguish positive and negative adjectives, place
them correctly in the sentence and use them to express opinion.
Students learn how to use the articles A / AN correctly.
Students learn to pronounce the letters of the alphabet and to spell
names. They are at ease with writing spelled names.
Students are able learn to complete a hotel reservation form.
Students learn to form wh- questions using the verb be to ask about
personal details, to establish a short conversation in which they ask
for and give personal information.
Students are able to understand someone making a hotel reservation.
Students learn the vocabulary related to personal objects.
Students learn the use of Demonstrative Pronouns.
2nd week Students get familiar with the vocabulary about colors and basic
12 hours adjectives. They use it to describe objects.
Students learn Possessive Adjectives to talk about possessions
Students listen to some information included in a registration form and
complete it with their own data
 Students prepare short conversations using common greetings and
expressions. They use survival English expressions to understand
better their interlocutor.
Students get familiar with a vocabulary about activities expressed with
the verb go.
Students get acquainted with the vocabulary about days of the week to
talk about their typical activities on these days.
Students learn how to tell time in two ways and use it in a description
of their daily routine.
They listen to someone else describing his/her routine.
They learn how to use the prepositions ON and AT
UNIT 1 TEST
LEARNING UNIT 2
Specific 5.2 Communicate information about their daily routine in order to
objectives exchange information.
Time Learning activities th week
3rd week Students learn how to tell their morning routine and the routine of a
12 hours third singular person.
Students learn the affirmative and negative forms of Present Simple
Tense and its use
Students read short texts about cell phone uses.
They answer a survey about how they use cell phones.
They sum up their classmate’s phone habits after asking him/her
provided questions.
Students learn the vocabulary related to family members, complete a
family tree and talk about their own family.
Students learn the use the Saxon genitive to talk about the relationship
between family members.
They write a brief introduction of themselves and a short description
of each member of their closest family.
Students form questions in Present Simple using DO / DOES and
question words. They also give short and complete answer when
required.
Students get aware of the pronunciation of the words containing
silent “e”
4th week Students learn frequency adverbs and the correct place in a sentence.
12 hours
 Students talk about different ways of spending holidays and birthday,
learning the different holidays celebrated throughout the year. They
get aware of the use of prepositions ON and AT while referring to
festivities.
Students learn the vocabulary related to weather phenomena.
Students learn the difference between it’s raining and it’s rainy.
Students use the vocabulary they learnt to describe photos and talk
about actual weather and climate.
Students understand the different uses of the letter “s” in English and
recognize common ending for adjectives “y”
Students are familiar with the names of the months and cardinal
directions
Students talk about their favorite season, what they usually do and
don’t do in their favorite season.
Unit 2 test
LEARNING UNIT 3
Specific 5.3 Understand general and specific information on simple texts
objectives related to the learner’s current activities and future arrangements.
Time Learning activities
5th week Students learn some vocabulary to describe daily actions
12 hours Students learn the affirmative, negative, and interrogative forms of
Present Continuous Tense and its use.
Students learn to describe actions that are on progress and the
vocabulary related to everyday activities and occupations.
Students learn the difference between Simple Present and Present
Continuous. They describe what people are doing and what they
usually do.
Students listen to a radio show interview and comment on it.
Students learn more vocabulary related to the weather.
Students read a summary of a popular series.
Students learn to use Present Continuous to talk about future
arrangements and future time expressions
Students role-play a mock interview on the basis of provided notes.
Students write their own diary including plans for the nearest future.
They ask partner about his/her plans.
Students answer a questionnaire about their reasons for studying
English and explain their answers to the classmates.
 Students learn the correct use of the verbs have, need, want with
prepositions for and to
Students learn to talk about their state (I’m hungry, I’m tired etc.), ask
another person about his/her state and make an offer.
6th week Students get familiar with the vocabulary about sports. They express
12 hours their opinions and interests about different sports and the Olympic
Games.

Students learn all the forms of the verb CAN in Present Tense.

Students use the verb CAN to talk about their abilities and ask about
someone else’s abilities.

Students listen to a job interview and rate their own comprehension

ability.

Students learn some key abilities to succeed in life and in their future
job.
Students get acquainted with the vocabulary related to clothes and
accessories

They learn to describe what people are wearing.

Students get aware of common mistakes while referring to what people

are wearing.

Students listen to a fashion show to identify relevant information.

Unit 3 Exam
LEARNING UNIT 4
Specific 5.4 Produce simple texts with cohesion and coherence related to what
objectives they like or dislike doing on vacation using the vocabulary studied
Time Learning activities th week
7th week Students listen to an interview about fashionable people.
12hours
Students recognize expressions used to avoid legal problems.

Students assume people’s style on basis of their avatar and comment

on it.

Students express their opinion about sharing a closet space and ways
of organizing it

Students learn how to use possessive pronouns and their correct

pronunciation.
 Students correct mistakes in a short written text.
Students express their opinions about their favorite SPA facilities and
treatments.

Students predict an ending of a dialog.

Students learn clothing sizes in English.

Students get familiar with typical expressions used in a clothing store

and learn to ask about the size, color, type or price. They express their
likes and dislikes about certain clothes.

Students role-play a conversation between a customer and a salesclerk.

Students learn the names of punctuation marks in English and use them
to punctuate a dialog.

Student review the content of this unit.

Students learn the names of main public places in town and a strategy
to recognize some words on basis of their mother tongue. They get
aware of so called false friends (ex. library)

Students get acquainted with all the forms of the expression There
is/there are with the corresponding determinatives

Students learn the different meanings of the verb CAN (ability and
possibility)

Students describe their town using There is / there are and the
vocabulary provided.

Students answer questions after reading a text about a town.

They learn useful adjectives used to describe a town and where to

place them in a sentence.

Students learn the sequencing words to order actions: before, after,

when, first, finally, then, etc.

Students write a text describing places in town. They follow the key
steps for a good writer provided by the methodology
8th week Students get familiar with the vocabulary about free time activities and
12 hours household chores.

Students get to know the meaning of emoticons used in digital

messages.
 Students learn to apply too/ either/ also correctly in a sentence and find
out common interests with their classmates.

Students learn the structure employed with the verbs love/like/not

mind/ hate, with “to” and the gerund. Students talk about their own
likes, dislikes and preferences.

Students talk about what they like doing on vacation and what they
usually do during that time.

Student get aware of different uses of the word like.

Students learn the vocabulary related to vacations and recognize
sentence stress.

Students learn the imperative forms of the verb (affirmative and

negative)

Students expand their vocabulary by adding synonyms

Students learn alternative ways of spending vacations. They read a

leaflet containing advice for travelers about couch-surfing and a
staycation. Students comment on it, talk and exchange views about
these two ways of spending vacation.

Students learn expressions used to give directions and are able to

understand someone indicating the way. They are able to give
directions from their home to the university or any familiar place. They
use imperative mode correctly.

Unit 4 test.
LEARNING UNIT 5
Specific 5.5 Get the main idea in short and clear messages and announcements
objectives by using information to solve any situation.
Time Learning activities
9th week Students review the content of previous units.
12 hours
Students learn the name of the rooms in a house and basic furniture.

They listen to the description of a house and make their own.

Students learn the structure there was/there were to describe their

previous house or a place where they have been in the past.
 Students get familiar with the different forms of the verb have (have
got vs. have). Students can name party items and know typical party
expressions.
Students listen to an event organizer and identify the vocabulary they
are familiar with and some new vocabulary to describe what is
necessary to organize a successful party.

Students produce short oral and written texts in the past with the verb
be in its affirmative, negative and interrogative form.

Students read a text about various celebrations and about celebrating

New Year’s Eve.

Students learn the main Prepositions of Place and use them to describe
photos.

Students get familiar with the vocabulary related to places in town.

10th week Students describe and compare their town back then and now, using
12hours there + be in past and present tense.

They identify and speak about positive and negative changes in their
hometown.

Students learn most common past time markers and the past form of
the verb be and how to say the years

Students use past time markers to describe a party they went to or

another similar event in the past.

Students interview their classmates about their party or past

experiences.
Students read texts about special events and practice their reading
comprehension.

Students talk about the most important events for them, using either
the present or past form of the verb “be”

Students learn how to make an invitation, accept and refuse it.

Students write their own invitation cards and invite the classmates to
a party.

They revise the contents of the unit.

Unit 5 test.
LEARNING UNIT 6
Specific 5.6 Understand short and simple texts, finding specific, predictable
objectives information in simple texts about biography
Time Learning activities th week
11th week Students read a biography of a famous person.
12 hours
Students reproduce a biography of a famous person using some verbs
in the past tense.

Students become aware of the pronunciation of the silent vowels in

English.

Students get acquainted with the affirmative form of regular verbs in

Past Simple tense.

They learn to pronounce correctly –ed ending.

Students learn how to form negative sentences in Past Simple tense.

Students read a text about travel experience and do a reading

comprehension.

Students learn the most frequent irregular verbs in the Past Simple
tense and their correct pronunciation.
Students share with their partner about their last weekend.

Students learn how to form questions in Past Simple tense.

Students learn ordinal numbers and how to say any date in two ways.

Students learn how to use prepositions in and on with dates.

Students read short biographies and understand them, practicing their

reading comprehension.

They interview someone asking when his/her birthday is and what he

did on his/her last birthday, answering questions about their own
birthday.
12th week Students write and tell their own biography.
2 hours
Students understand a recorded interview about celebrity’s past
routine.

Students are familiar with the expressions use to sound impressed.

Students can take a quiz in English which checks their knowledge

about pop music.
 Students are familiar with object and subject questions in English.
They can put together their own quiz.
Students learn how to ask for and describe their last vacation using
both regular and irregular verbs.

Students know the typical phone phrases. Students are able to

understand a phone conversation.

Students understand a short story they listened to and are able to

reproduce it.

Students use can and could to ask favors.

Students are able to ask questions asking for favors in different

situations.

Students revise the contents of this unit.

Unit 6 Test
LEARNING UNIT 7
Specific 5.7 Produce simple texts with cohesion and coherence related to
objectives healthy food and areas of immediate need, using the appropriate
corresponding linguistic elements
Time Learning activities th week

13th week tudents know the vocabulary related to food and drink. They can
describe what their fridge contains.

They recognize and learn how to pronounce the schwa sound.

They listen and learn how to recognize the differences between

American and British pronunciation of the letters T and R.

Students learn de difference between countable and uncountable

nouns.

Students learn the vocabulary to talk about portions of food.

Students listen to someone talking about his/her diet.

Students learn the use of quantifiers some and any in affirmative,

negative and interrogative sentences.

Students describe their own diet using quantifiers. They compare their
diet to classmates’ diet.
 Students read a blog extract which uses common acronyms and
practice their reading comprehension.
Students learn to use correctly the quantifiers a lot of, lots of, a few, a
little

Students listen to a dialog about nutritional values of certain foods,

practice their listening comprehension and express their opinion about
it.

Students learn how to say large numbers.

Students talk about their own attitude towards food.

Students learn the difference in the use of how much and how many

Student learn how to use correctly the quantifiers: a lot of, lots of, a
few, a little and how much/how many and how to ask about quantities

Students do a class survey to find out things in common.

14th week Students take a quiz in English and listen to the right answers from a
recording.

Students compare their eating habits with each other.

Students learn the vocabulary about parts of a menu. They get familiar
with some of the names of the most common dishes served in
American restaurants and create their own menu.

Students listen to a conversation in a restaurant and apply strategies to

understand a customer ordering food.

Students become aware of the difference between I like and I would

like.

Students learn different ways to order at restaurant and the use of will
for unplanned decisions.
Students are able to play role of the server and the customer in a
restaurant. They know the most common expressions which appear in
this situation.

Students review the content of this unit.

Students learn some vocabulary related to means of transportation.

Students get to know some of the meanings of the verb get and how to
use it to ask about transportation.
 Students learn some vocabulary about occupations and jobs to talk
about their own occupation and ask about somebody else’s job.

Students learn the common endings for words describing professions.

Students read a text about an unusual commute and do a reading

comprehension.

Students identify jobs on the pictures, express their opinion about them
and give reasons for it.

Students use appropriately the indefinite articles.

Unit 7 test
LEARNING UNIT 8
Specific 5.8 Organize a list of ideas about their plans for next vacation, using
objectives the appropriate linguistic elements Learning Units
15th week Students learn some vocabulary related to the jobs of the future and
12 hours read a text predicting the jobs that are going to be in demand in the
future.

Students get familiar with the structure: “be going to” in its
affirmative, negative and interrogative form and its informal version
“gonna”.

Students listen to a conversation about future plans of some people and

apply strategies to recognize its general topic and details.

Students learn to talk about their future plans

Students read a text about predictions for the humanity and the world
and write a similar text.

Students learn some vocabulary which describes changes in life.

Students distinguish the use of “be going to” and Present Continuous
for plans and arrangements

Students learn to talk and write about their New Year’s resolutions.
Students learn to ask for permission using can I and could I and how
to ask for favors in different situations.
Students get familiar with vocabulary related to the parts of the body
and face, the irregular forms of some parts of the body as well as
adjectives used to describe appearance. They read an article and
complete information about an extraordinary athlete.
 Students listen to physical descriptions and match them to the correct
pictures.

Students learn to make a short description of the physical appearance

of a person, using the verbs be and have and the expression look like
correctly.

Students learn to describe person’s character using a variety of

adjectives.

Students listen to and read a dialog to identify how to make

comparisons.

Students learn the forms and use of comparatives as well as the

different use of so

Students get familiar with the adjectives describing personality.

th
16 week Students compare orally and in a short written text people, describing
12 hours their appearance and personality.

Students learn the forms of regular and irregular superlatives and how
to use them appropriately

Students classify different character types according to the enneagram

and after reading short descriptions they are able to decide what type
they are.

Students learn to describe a few places in the world using superlatives.

Students ask and answer questions about their own country using
superlatives.

Students learn some vocabulary related to geographical features.

Students practice using comparatives and superlative while producing

oral and written text.
Students read short texts and watch short videos talking about wonders
of nature.

Students discuss freely about the places they want to visit and give
reasons for their choices

Students read an e-mail about someone’s vacation and write an e-mail

describing their dream vacation in one the most beautiful places in the
world. They learn to use starting and ending phrases and how to
organize the text in paragraphs.
Students learn more the vocabulary about human body. They read
about some interesting facts and choose the most interesting.

Students learn a few expressions and adjectives used to make choices

and give reasons for their decisions.

Students revise the contents of this unit.

Final exam
ANEXO 02
Evaluation Instruments

REGISTRY

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

INDICATORS

T
STUDENT’S FULL Identifies Identifies Identifies Monitors Expresses O
NAME purpose for main points, details and is understanding opinion T
reading and facts and able to recall of the text before the A
makes opinions that them and uses ideas L
predictions may be strategies to suggested by
before and related to the figure out the the author
during text meaning of and uses new
reading new words vocabulary in
speaking and
writing
 CHECKLIST FOR LISTENING COMPREHENSION:
0= Never 1 = Infrequently 2 = Frequently 3 = Mostly 4 = Always

INDICATORS

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

Names: ___________________________________________ Date: _____________

Teacher: __________________________________________ Cycle: _____________
Group: ____________

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

II. READING:

III. LISTENING:

IV. WRITING:

26
IUC/SPA V005