LEVEL 7 SYLLABUS

DEPARTMENT OF FOREIGN LANGUAGES AND CULTURES

2018-01
Course Outline and Expectations

By the end of level 7, students will demonstrate a solid understanding of written and oral texts related to the relationships and attitudes of
people and animals, famous stories (movies and books), appropriate technology around the world, art expressions, development issues in
developing countries, and alternative traveling. Similarly, students will produce one written composition in which they analyze and explain
problems and propose solutions to diverse problematic situations around the world. Students will talk about varied topics from their own
experiences and will propose solutions to worldwide issues. Students will use Information, Communication Technologies (ICT) and learning
strategies to become responsible for their own learning.

Evaluation system

Classes start on January 22nd

And finish on May 18th

 LEVEL 7- SYLLABUS
First Cut
Relationships, Storytelling & Science and Technology (Units 1, 2 & 3)
Students will be able to perform interpretive, interactional and presentational tasks that require using communicative, cultural and ICT competences
Tasks Situations, Topics and Language Competences
Interpretive tasks: Speaking:
 Students read and show understanding of different texts related to With friends and family/At university/ In the The student can:
people’s attitudes, immigration, famous stories (movies and books), and city: 1. Explain problems and propose solutions to current
appropriate technology to solve global problems. problematic issues around the world.
 Students listen to and show understanding of relationships in their lives, Vocabulary related to: 2. Develop a solid understanding of social issues supported by
famous people and film makers, and predictions about the future.  Friends: nouns and phrasal verbs persuading arguments.
Interactional task:  Adjectives from nouns 3. Engage their personal experiences with thorough research in
 Students talk about their experiences and expand spontaneous answers.  Synonyms order to make an oral presentation at the end of the course.
 Students provide their solutions to issues related to generation gaps and  Prefixes and suffixes
family, immigration, book adaptations, overpopulation, starvation and  Compound nouns Listening
other global problems.  Useful devices The student can:
 Students have conversations about global problems and predictions.  Problem-solving expressions 1. Anticipate information to identify specific details in a
conversation.
Writing: Grammar Structures: 2. Understand the main points of authentic and non-authentic
Students will work on a step by step process to write a 5-paragraph problem-  Mixed present and past tenses review language and relate the information to their experiences.
solution essay throughout the semester about relationships, immigration-  The Passive review 3. Analyze the content of the audios and connect it with current
migration, filmmaking, non-communicative technology, and situations that  Mixed future tenses review events that are taking place in the world and in their own
big cities and developing countries face. In the first term, students will read context.
specific articles to learn about the topics given and will design mind maps and
outlines to organize their information. Then, students will write the Reading:
introductory and first problem-solution paragraphs of their own essays. The student can:
1. Show understanding of academic texts by explaining and
Clustering: List the problems and solutions that have been identified based on expanding on the topics explored in the suggested texts.
previous research. 2. Discuss, agree and/or disagree with the topics presented in
Outline: Show what the thesis of the essay is, what the main idea of each the suggested texts.
body paragraph is, and the evidence/support that will be offered in each 3. Develop their ability to discover the author's intention and
paragraph to substantiate the main points of the problem-solution essay. take a position about the content of the text.
Rhetorical Structure:
 Introduction: State the hook, provide a general background of the Writing:
problem and write a clear solution to be developed in the following The student can:
paragraphs. (paragraph 1) 1. Write accurate and complete topic sentences and paragraphs
 Main Body: First paragraph: Explain the first sub problem, propose and in a problem-solution essay where they engage in analyzing
support a solution and present the possible results of the problems and proposing feasible solutions.
implementation of the solution proposed. Make sure you provide facts 2. Apply their grammar and connectors knowledge in order to
and examples to elaborate your ideas. (paragraph 2) write a coherent and cohesive text.
 LEVEL 7- SYLLABUS
TBL Activities: 3. Integrate reading skills by doing research to add solid
arguments that support their thesis statement.

 Task 1 (7%):
Creating and Persuading-Week 4/session 1
Students are to watch a video as part of their CPS titled: Persuasion and
the power of a story
In class, SS will be asked to record a radio interview where they can
convey their opinion by sharing 2 anecdotes/stories in regard of a topic
suggested by their teacher. There must be a host and two guests.

Both stories must be MEMORABLE-IMPACTUL and PERSONAL

CONNECTED. (Three features broadly discussed in the video they found
in their CPS).
The task will be carried out in class and assessed by means of a checklist.

Type of questions to be assessed:

Vocabulary: A variety of vocabulary studied in class should be used in the productive skills. Reading: True-False-Not Given and multiple choice questions.
Grammar: it will be assessed throughout a variety of TBL activities. A quiz will be also administered. Writing: Problem solution process: clustering, outline,
Listening: Sentence completion and multiple choice questions. introduction and first problem-solution paragraph.
Speaking: Propose solutions to a given problem.

Independent work:
 First week: Students work on the diagnostic activities suggested in Virtual Sabana.
 Second week: Students will work on Units 1a, 1b and 1c of the workbook. MyELT platform and CPS activities in Virtual Sabana.
 Third week: Students will work on Units 1d, 1e and Wordbuilding of the workbook. MyELT platform and CPS activities in Virtual Sabana.
 Fourth week: Students will work on Units 2a, 2b and 2c of the workbook. MyELT platform and CPS activities in Virtual Sabana.
 Fifth week: Students will work on Units 2d, 2e and Wordbuilding of the workbook. MyELT platform and CPS activities in Virtual Sabana.
 Sixth week: Students will work on Units 3a, 3b and 3c of the workbook. MyELT platform and CPS activities in Virtual Sabana.
 Seventh week: Students will work on Units 3d, 3e and Wordbuilding of the workbook. MyELT platform and CPS activities in Virtual Sabana.
 LEVEL 7- SYLLABUS
Second Cut
Art and Creativity, Development & Alternative Travel (Units 4, 5 & 6)
Students will be able to perform interpretive, interactional and presentational tasks that require using communicative, cultural and ICT competences
Tasks Situations, Topics and Language Competences
Interpretive task: With friends and family/At university/ In the city Speaking:
 Students read and show understanding of texts about unusual street The student can:
art, the origins of urban music, urban and sustainable development, Vocabulary related to: 1. Explain problems and propose solutions to current problematic
and alternative ways of travel that are taken from different sources.  Suffixes issues around the world.
 Students listen and show understanding of recordings about art and  Features of a city, redevelopment 2. Develop a solid understanding of social issues supported by
artists, different types of social and city development and alternative  Adverbs + adjectives persuading arguments.
traveling experiences.  Prefixes 3. Engage their personal experiences with thorough research in
 Phrasal verbs with in and out order to make an oral presentation at the end of the course.
Interactional task:  Problem-solving expressions
 Students exchange ideas, opinions and experiences about art & Listening
creativity, social development and traveling experiences with their Grammar Structures: The student can:
classmates.  Expressions of quantity 1. Anticipate information to identify specific details in a
 Students provide their solutions to issues related to art expressions,  Determiners conversation.
development and alternative travel.  Gerunds and infinitives 2. Understand the main points of authentic and non-authentic
 Tag questions language and relate the information to their experiences.
3. Analyze the content of the audios and connect it with current
events that are taking place in the world and in their own context.
Writing:
Students will continue to write a problem-solution essay based on the Reading:
topic given in the previous term. It should have 300 words minimum. The student can:
1. Show understanding of academic texts by explaining and
Rhetorical structure: expanding on the topics explored in the suggested texts.
2. Discuss, agree and/or disagree with the topics presented in the
suggested texts.
 Main Body: Explain the second and third sub problem, propose and 3. Develop their ability to discover the author's intention and take
support solutions and present the possible results of the a position about the content of the text.
implementation of the solutions proposed. Make sure you provide
facts and examples to elaborate your ideas (paragraphs 3 and 4). Writing:
 Conclusion: summarize specific problems, evaluate the possible The student can:
solutions and make a general comment (paragraph 5). 1. Write accurate and complete topic sentences and paragraphs in
a problem-solution essay where they engage in analyzing
problems and proposing feasible solutions.
TBL Activities: 2. Apply their grammar and connectors knowledge in order to
write a coherent and cohesive text.
Task 2: Demonstrating and Performing Week 8/Session 1 Unit 3- 3. Integrate reading skills by doing research to add solid
 LEVEL 7- SYLLABUS
(6%) arguments that support their thesis statement.

Collaboratively, SS get into groups of 4 and are assigned one of the

following products randomly :

 One laptop, one child- Afghanistan and East Africa

 Solar Powered lightbulb –India
 Bike-powered water pump-Guatemala
 Universal Nut Sheller- Uganda
 Pot-in- pot refrigerator-Nigeria
 LifeStraw-India
 Solar Powered canoes- The Amazons

SS use their devices to look up the description of the assigned

product and prepare a brief presentation of the product explaining
what it is, how it works, what it is appropriate for and why it is
special. They are to create an original infomercial to explain the
product and display an image on the screen to have visual aids
while advertising their products. (They can also play music if
needed). They should convince others to purchase their product.
Once the Infomercials are ready, SS take turns to present them to
the class. Each member should participate.

The assessment will be done collectively throughout a checklist.

Task 3: Proposing and making- Week 16 Session 2 (6%)

SS get into groups of 4 and choose one problematic situation they

would like to address as micro- volunteers. (Given the nature of this
task, Teacher’s supervision is a must)

The aim of this task is to encourage SS to do their little bit to

contribute to an actual social problem and report their work by
means of a TedTalk video. Their final product must include:

1. Reliable research on the problem they are addressing.

2. What they did to solve the problem and how they managed to
do it.
3. How they will contribute to this cause as future professionals
 LEVEL 7- SYLLABUS

Being a TED-Talk SS will be introduced to presentational skills over

the last 3 weeks of class.

SS show their final product on an Award Ceremony hosted by their T.

Everyone must dress up for the occasion. Since SS do not have to
present their product, T can decide the order in which the videos will
be displayed.

SS products will be shown in two groups. At a first stage, four

projects will be displayed. In order to incentivize audience
participation, the SS who did not take part in those projects vote for
the one they consider the best. The same applies for the remaining
products.

Two awards will be granted at the end of the ceremony.

With regard to assessment, SS’s Ted Talk videos will be graded
throughout a rubric.

Type of questions to be assessed:

Vocabulary: A variety of vocabulary studied in class should be used in the productive skills. Reading: True-False-Not Given and multiple choice questions.
Listening: Table completion and multiple choice questions Writing: Body paragraphs (3 and 4) and conclusion will be assessed.
Grammar: it will be assessed throughout a variety of TBL activities. A quiz will be also administered (yet Ss will be asked to write the first two so that T can assess the essay
Task fulfillment criterion and recall the student’s initial problem to be able
to grade the conclusion)
Speaking: Propose solutions to a given problem.
..

Independent work:

 Ninth week: Students will work on Units 4a, 4b and 4c of the workbook. MyELT platform and CPS activities in Virtual Sabana.
 Tenth week: Students will work on Units 4d, 4e and Wordbuilding of the workbook. MyELT platform and CPS activities in Virtual Sabana.
 Eleventh week: Students will work on Units 5a, 5b and 5c of the workbook. MyELT platform and CPS activities in Virtual Sabana.
 Thirteenth week: Students will work on Units 5d, 5e and Wordbuilding of the workbook. MyELT platform and CPS activities in Virtual Sabana.
 Fourteenth week: Students will work on Units 6a, 6b and 6c of the workbook. MyELT platform and CPS activities in Virtual Sabana.
 Fifteenth week: Students will work on Units 6d and 6e. MyELT platform and CPS activities in Virtual Sabana.
 LEVEL 7- SYLLABUS
 Sixteenth week: Wordbuilding of the workbook for unit 6. MyELT platform and CPS activities in Virtual Sabana.