SYLLABUS FOR ONLINE INSRUCTION

UNIVERSIDAD RICARDO PALMA

RECTORATE
IDIOMAS RICARDO PALMA – URP LANGUAGE CENTER

SYLLABUS JANUARY 2022

ACADEMIC YEAR 2022

GENERAL INFORMATION

Course name INGLÉS I

Course type Theory and Practice
Instructional delivery mode Online
Proficiency level Basic
Credits Non-credit
Number of contact hours Synchronous (140) + asynchronous (30) = total 170 academic hours
Prerequisite courses None
Academic term JANUARY 2022
Program Coordinator Lic. Mónica Meléndez
Instructor Prof. Dionicia Lobatón

I. COURSE DESCRIPTION
Inglés 1 is an introductory course which seeks to lay the foundations for learning English as a foreign
language (EFL) articulating theory and practice to develop effective communicative competence. It
focuses on developing the four macro language skills; namely, listening comprehension, speaking and
understanding, reading comprehension and writing. The course work is encompassed starting with A1
and moving towards the early A2 level within the Common European Framework of Languages (CEFR) as
the key set of international standards for foreign language instruction and learning.

II. COMMUNICATIVE LANGUAGE COMPENTENCES

Based on the CEFR A1 general standards, the student should be able to demonstrate progressively the following
competences within the A1 CFER level:
General linguistic range:
 Has a very basic range of simple expressions about personal details and needs of a concrete type.
 Can use some basic structures in one-clause sentences with some omission or reduction of elements.
Vocabulary range:
 Has a basic vocabulary repertoire of words/signs and phrases related to particular concrete
situations.
Grammatical accuracy:
 Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt
repertoire.
Phonological control:
 Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some
effort by interlocutors used to dealing with speakers of the language group.

1/15
  Can correctly reproduce a limited range of sounds as well as stress for simple, familiar words and
phrases.
 Can reproduce sounds in the target language if carefully guided.
 Can articulate a limited number of sounds, so that speech is only intelligible if the interlocutor
provides support (e.g. by repeating correctly and by eliciting repetition of new sounds).
 Can use the prosodic features of a limited repertoire of simple words and phrases intelligibly, in spite
of a very strong influence on stress, rhythm and/or intonation from the other language(s) they speak;
their interlocutor needs to be collaborative.
Orthographic control:
 Can copy familiar words and short phrases, e.g. simple signs or instructions, names of everyday
objects, names of shops, and set phrases used regularly.
 Can spell their address, nationality and other personal details.
 Can use basic punctuation (e.g. full stops, question marks).
Sociolinguistic competence:
 Can establish basic social contact by using the simplest everyday polite forms of: greetings and
farewells; introductions; saying please, thank you, sorry, etc.
Coherence and Cohesion:
 Can link words/signs or groups of words/signs with very basic linear connectors (e.g. “and” or
“then”).
Propositional precision:
 Can communicate basic information about personal details and needs of a concrete type in a simple
way.
Fluency:
 Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for
expressions, to articulate less familiar words/signs, and to repair communication

III. CONTENT ORGANIZATION

UNIT 1: FRIENDS & FAMILY

LEARNING OUTCOMES:
1. The student will be able to meet and introduce people.
2. The student will be able to spell names and words.
3. The student will be able to describe people.
4. The student will be able to introduce his/her family.
5. The student will be able to give personal information.
LANGUAGE COMMUNICATION SKILLS CONTENTS (TOOLS & TOPICS)
LISTENING COMPREHENSION: TOPICS:
 To listen for places in a conversation about  Friends and Family,
school and work  Meeting people
 To listen for specific words in questions  A family of explorers
 To listen for spelling  My name
SPEAKING: VOCABULARY:
 To introduce yourself and family  Greeting and introduction phrases
 To ask for and give personal information  Names (first, last)
(titles, names, nationalities, numbers,  Personal information (titles, names, nationalities,
address, marital status, date of birth, gender, numbers, address, marital status, date of birth, gender,
driver´s license, interests, favorites.) driver´s license, interests, favorites.)
 To spell names and words  The alphabet
 To describe people  Adjectives to describe people

2/15
 READING COMPREHENSION:  Family members
 To read for details GRAMMAR:
 To read about family relationships  Simple present with Be (affirmative statements,
WRITING: contractions)
 To fill out forms with personal information  Possessive adjectives
 To use capital letters in titles, names, countries,  Simple present (Be+adjective) in affirmative statements,
cities and places, nationalities and languages, yes/no questions, short answers.
days and months, and words beginning a  Capital letters
sentence. PRONUNCIATION:
 As required for language covered
 Contrast of alphabet letters easily confused
SESSION 2: ENTRY TEST

UNIT 2: JOBS AROUND THE WORLD

LEARNING OUTCOMES:
1. The student will be able to identify jobs.
2. The student will be able to talk about jobs.
3. The student will be able to ask about age.
4. The student will be able to talk about cities, countries and nationalities.
5. The student will be able to compare jobs.
6. The student will be able to interview people.
LANGUAGE COMMUNICATION SKILLS CONTENTS (TOOLS & TOPICS)
LISTENING COMPREHENSION: TOPICS:
 To listen for personal information  Jobs around the world
SPEAKING:  Cities and countries
 To talk about jobs  Women at work
 To ask about age  A contact job
 To talk about cities and countries VOCABULARY:
 To do a simple interview  Jobs
READING COMPREHENSION:  Age phrases
 To read about jobs  Cardinal numbers (0 – 101)
 To read for specific information  Cities, countries and continents
WRITING: GRAMMAR:
 To use main punctuation marks (period,  Indefinite articles in simple present with Be (negative
question mark, apostrophe, comma, statements, negative contractions)
exclamation mark) in simple sentences.  Simple present (Be+adjectives+nouns) in affirmative and
negative statements, yes/no questions, short answers,
contractions)
 Punctuation marks (period, question mark, apostrophe,
comma, exclamation mark)
PRONUNCIATION:
 As required for language covered
 Contrast of numbers easily confused (e.g. 13 Vs. 30)
UNIT 3: HOUSES & APARTMENTS
LEARNING OUTCOMES:
1. The student will be able to talk about rooms in a house.
2. The student will be able to compare houses.
3. The student will be able to say where objects are.
4. The student will be able to give simple opinions.
5. The student will be able to describe homes.

3/15
 LANGUAGE COMMUNICATION SKILLS CONTENTS (TOOLS & TOPICS)

LISTENING COMPREHENSION: TOPICS:

 To listen for specific information about housing
 To listen for stressed syllables
SPEAKING:
 To talk about rooms and places in a house
 To describe homes
 To compare houses
 To say where house objects are
READING COMPREHENSION:
 To read for specific information
 To read about homes
WRITING:
 To write a description of your home
 To connect ideas with “and”
 Houses and Apartments
 Homes
 Home sweet home
 A day in the life of a house keeper
VOCABULARY:
 Places in a home (rooms and others)
 Furniture and household objects
 Adjectives to describe houses
 Adverbs (upstairs/downstairs)
GRAMMAR:
 There is/are (Affirmative and negative statements, yes/no
questions, short answers, contractions)
 Prepositional phrases of place for location of objects (in,
on, next to, between, under)
 Conjunction “and” for joining information in writing
PRONUNCIATION:
 As required for language covered
 Syllables and stressed syllables
 And (reduced form)

UNIT 4: POSSESIONS
LEARNING OUTCOMES:
1. The student will be able to talk about possessions.
2. The student will be able to identify similarities and differences.
3. The student will be able to thank someone.

LANGUAGE COMMUNICATION SKILLS CONTENTS (TOOLS & TOPICS)

LISTENING COMPREHENSION: TOPICS:

 To listen to a podcast about a special project  Possessions
 To listen for specific information in a podcast  Special projects
SPEAKING:  My room (similarities and differences in personal rooms)
 To talk about possessions and personal  Bikes across America
belongings VOCABULARY:
 To describe a simple project  Personal belongings / possessions
 To give simple opinions  Demonstratives
READING COMPREHENSION:  Opinion adjectives
 To read for specific information GRAMMAR:
 To read about personal rooms  Demonstrative in simple present with Be
WRITING:  Demonstratives in singular and plural forms
 To write short simple emails  Demonstrative pronouns in affirmative and yes/no
 To write short simple messages questions
 Have/Has for possession (affirmative and negative
statements, yes/no questions, short answers,
contractions)
PRONUNCIATION:
 As required for language covered
 Don´t and doesn´t
 Contrast This Vs. These
 Contrast /iy/ vs. /I/ (this vs. these)

4/15
 UNIT 5: DAILY ACTIVITIES
LEARNING OUTCOMES:
1. The student will be able to tell time.
2. The student will be able to compare daily routines.
3. The student will be able to talk about activities at work.
4. The student will be able to talk about activities at school.
5. The student will be able to present reports.
6. The student will be able to give advice.
7. The student will be able to give instructions.

LANGUAGE COMMUNICATION SKILLS CONTENTS (TOOLS & TOPICS)

LISTENING COMPREHENSION: TOPICS:

 To listen to a podcast about daily routines  People´s daily activities and routines
 To listen for details in a podcast  Work and School
SPEAKING:  Screen time
 To tell and ask about time  Around the world in 24 hours
 To talk and ask about times for daily activities VOCABULARY:
 To talk and ask about frequency of activities at  Daily activities
school and work  Telling time phrases
READING COMPREHENSION:  Work activities
 To read for objects and activities  School activities
 To read for hours and percentages  Time expressions
 To read about screen time  Advice phrases
WRITING:  Instructions phrases
 To write a To Do list  Verbs for imperatives
 To write lists GRAMMAR:
 To write notes  Simple present (Affirmative and negative statements, and
 To use bullets and numbers questions)
 Simple present (auxiliaries do, does, don´t and doesn´t)
 Frequency adverbs (always, sometimes, never)
 Imperatives (affirmative and negative)
PRONUNCIATION:
 As required for language covered
 Do and does (reduced forms)
 Falling intonation on statements and information
questions

UNIT 6: GETTING AROUND

LEARNING OUTCOMES:
1. The student will be able to ask for and give directions.
2. The student will be able to compare types of transportation.
3. The student will be able to make plans.
4. The student will be able to give advice.

LANGUAGE COMMUNICATION SKILLS CONTENTS (TOOLS & TOPICS)

LISTENING COMPREHENSION: TOPICS:

 To listen for places on a map  Getting around.
 To listen for specific information  Tours
SPEAKING:  Transportation
 To ask for and give directions  A city that bans cars on Sundays (Banning cars in cities)
 To talk about location  Star Wars on the subway

5/15
  To compare types of transportation VOCABULARY:
 To give advice (travelers)  Places around a town/city
READING COMPREHENSION:  Directions
 To read about cities  Verbs of movement (walk, move, run, drive)
 To identify specific information according to  Transportation
paragraphs  Advice phrases
 To read for specific information  Making plans phrases
WRITING:  Connectors for writing (and, but, because)
 To write a simple reply to a message GRAMMMAR:
 To describe what to do in your city  Prepositions of place (on, across from, between, at, near)
 To use connectors to add (and) for location
 To use connectors to contrast (but)  Prepositions of movement (into, out of, along, up, down,
 To use connectors to give reasons (because). across)
 Have to for obligation (statements, questions, short
answers)
PRONUNCIATION:
 As required for language covered
 Yes/No questions intonation
 Short answers intonation

UNIT 7: FREE TIME

LEARNING OUTCOMES:
1. The student will be able to identify activities in progress.
2. The student will be able to make phone calls.
3. The student will be able to talk about abilities.
4. The student will be able to explain games.
5. The student will be able to interview someone.

LANGUAGE COMMUNICATION SKILLS CONTENTS (TOOLS & TOPICS)

LISTENING COMPREHENSION: TOPICS:

 To listen for specific information in phone  Free time,
conversations  Ongoing activities
 To listen for telephoning expressions  Phone calling
SPEAKING:  Sports and abilities
 To talk and ask about activities in progress  Hybrid sports
 To make simple phone calls  Danny´s challenge (Personal challenge)
 To talk and ask about abilities VOCABULARY:
 To do a simple interview for a job  Action verbs
READING COMPREHENSION:  Collocations (play the guitar, take a taxi,
 To read about sports  Telephoning phrases
 To read for specific information  Abilities and skills
 To read for meanings of words  Games
WRITING:  Pastimes
 To write questions for a simple job application  Sports
form  Simple interview questions
 To explain how to play something GRAMMAR:
 Present continuous (statements, questions, short
answers)
 Can for ability (affirmative and negative statements,
yes/no questions, short answers)

6/15
 PRONUNCIATION:
 As required for language covered
 Am, is, are (reduced forms)
 Can (reduced forms)
 Connected speech (linking)

UNIT 8: CLOTHES
LEARNING OUTCOMES:
1. The student will be able to talk about clothes.
2. The student will be able to shop for clothes.
3. The student will be able to express likes and dislikes.
4. The student will be able to talk about personal qualities.
5. The student will be able to describe his/her favorites.

LANGUAGE COMMUNICATION SKILLS CONTENTS (TOOLS & TOPICS)

LISTENING COMPREHENSION: TOPICS:

 To listen for clothing items  Clothes
 To listen for specific information  Shopping for clothes
 To listen for sentences (salesperson and  Likes & dislikes
customer)  Favorites
SPEAKING:  What does the color of your clothes say about you (Colors
 To talk and ask about clothes and personality)
 To make polite requests  A dress with a story
 To shop for clothes VOCABULARY:
 To talk about likes and dislikes  Colors
 To make suggestions  Sizes
 To describe favorites  Clothes
READING COMPREHENSION:  Adjectives to describe personal qualities
 To read about clothes  Likes and dislike phrases
 To read for the main message  Favorites
 To read for specific information  Suggestions language
WRITING: GRAMMAR:
 To write a simple descriptive paragraph with a  Can and Could for polite requests (requests, affirmative
topic sentence and reasons. and negative responses)
 Subject and Object pronouns
PRONUNCIATION:
 As required for language covered
 Could you (full and reduced forms)

UNIT 9: FOOD
LEARNING OUTCOMES:
1. The student will be able to order meals.
2. The student will be able to plan a party.
3. The student will be able to describe diets.
4. The student will be able to solve a problem.
5. The student will be able to explain how to do something in a simple manner.

7/15
 LANGUAGE COMMUNICATION SKILLS CONTENTS (TOOLS & TOPICS)

LISTENING COMPREHENSION: TOPICS:

 To listen for numbers and amounts about food  Food
SPEAKING:  Ordering meals
 To order a meal  Party planning
 To talk and ask about foods  Diets
 To explain plans for a party  Explanations to do something
 To describe diets  Food waste
 To explain how to something  Berry road trip
READING COMPREHENSION: VOCABULARY:
 To read about food  Foods and meals
 To read for numbers and their meanings  Parties
 To read for specific information  Clothes
WRITING:  Instructions to explain
 To write a How-To list  Ordering meals phrases
 To use phrases to give examples (for example,  Phrases to give examples (for example, such as, is a good
such as, is a good example of, and like) in a example of, and like)
simple paragraph GRAMMAR:
 Partitives (Some/any)
 How much/many?
 Count nouns/non-count nouns
PRONUNCIATION:
 As required for language covered
 Connected speech (reduced form of and)

UNIT 10: HEALTH

LEARNING OUTCOMES:
1. The student will be able to say how one feels.
2. The student will be able to inquire about someone´s health.
3. The student will be able to give advice on health remedies.
4. The student will be able to explain simple processes.
5. The student will be able to describe health living.

LANGUAGE COMMUNICATION SKILLS CONTENTS (TOOLS & TOPICS)

LISTENING COMPREHENSION: TOPICS:

 To listen for health problems  Health
 To listen for questions about health  A life-saving delivery
SPEAKING:  What makes you happy
 To identify the parts of the body VOCABULARY:
 To talk and ask about your and someone´s  Parts of the body
health  Common illnesses
 To give advice on health  Health problems
 To explain a simple process  Health remedies
 To describe healthy living  Health inquiry phrases
READING COMPREHENSION:  Processes
 To read about a process GRAMMAR:
 To read for main ideas in paragraphs  Feel/look + adjective
 To read for specific information  Should for advice (affirmative and negative statements,
 To read for processes questions, short answers)

8/15
 WRITING: PRONUNCIATION:
 To write a health in paragraph  As required for language covered
 To sequence information (First,  Contrast of sound and spelling
Second,…Finally) in a simple paragraph
 To add information (Also, in addition,…) in a
simple paragraph

UNIT 11: MAKING PLANS

LEARNING OUTCOMES:
1. The student will be able to plan a special day.
2. The student will be able to describe national holidays.
3. The student will be able to make life plans.
4. The student will be able to compare festivals.
5. The student will be able to make invitations.

LANGUAGE COMMUNICATION SKILLS CONTENTS (TOOLS & TOPICS)

LISTENING COMPREHENSION: TOPICS:

 To listen for specific information about  Special day plans
festivals  National holidays and festivals
 To listen for dates  Ordinal numbers (1st to 31st)
SPEAKING:  Life plans
 To make plans (special days and like plans)  Wishes (would like)
 To describe a holiday  Invitations
 To express wishes (would like)  Spring Festivals
 To compare festivals  Catching hummingbirds
READING COMPREHENSION: VOCABULARY:
 To read about festivals  Months of the year
 To read for specific information  Holidays, festivities, events
 To read for similarities and differences  Professions
WRITING:  Formal and informal language in writing
 To write a simple invitation (letter, email or GRAMMAR:
ad)  Be going to for plans (affirmative statements, questions,
 To use more formal and less formal writing short answers)
for invitations  Would like for wishes (affirmative statements, questions,
short answers)
PRONUNCIATION:
 As required for language covered
 Was, were, did (reduced forms)
 Contractions (Didn´t, wasn´t, weren´t)
 Be going to (reduced forms)

UNIT 12: ON THE MOVE

LEARNING OUTCOMES:
1. The student will be able to talk about past events.
2. The student will be able to describe his/her vacation.
3. The student will be able to compare present and past events.
4. The student will be able to give simple biographical information.

9/15
 LANGUAGE COMMUNICATION SKILLS CONTENTS (TOOLS & TOPICS)

LISTENING COMPREHENSION: TOPICS:

 To listen for specific information in an  Past events
interview  Vacations
 To listen for past events in an interview  Biographical information
SPEAKING:  Human and animals on the move (comparing past and
 To talk and ask about past events present)
 To describe a vacation  Leaving Antarctica
 To compare past and present events VOCABULARY:
READING COMPREHENSION:  Verbs & prepositions of movement
 To read to confirm expectations  Words regarding vacations
 To read for past and present events  Time expressions
WRITING:  Linking words
 To write a simple biography GRAMMAR:
 To signal time of events (In 1966, in the 20th  Simple past (affirmative and negative statements, and
century, on May 1st, etc.) questions, short answers)
 To signal events happening at the same time  Simple past (auxiliaries)
(When, during, At that time, At the same  Simple past (contractions)
time) in a simple paragraph.  Simple past (time expressions)
 To signal one event after another (Later, PRONUNCIATION:
Then, After that,…, Next) in a simple  As required for language covered
paragraph.  (–ed) endings for regular verbs

IV. INSTRUCTIONAL AND LEARNING APPROACHES

Overall instruction and learning follow a Communicative Approach with strong student-centered work.
Supplementary pedagogical strategies make use of flipped learning, task-based learning, problem solving learning,
inductive and deductive learning of grammar and vocabulary, gamification, project-based learning and both
individual and collaborative work in pairs and groups. Active and autonomous student participation is highly
encouraged.

V. ON-LINE LEARNING SESSIONS

On-line instruction delivery consists of the following types of sessions:

 Synchronous (live sessions with instructor via Zoom)

 Asynchronous (autonomous work online in electronic workbook through MyELT platform) and additional work
on line or offline to do supplementary assignments and homework.

The instructor will typically organize the learning sessions as follows:

BEFORE THE SYNCHRONOUS SESSION

 Reflection and preparation: Students will oversee and anticipate the focus of the oncoming lessons. Students
can do autonomous work on checking meanings and finding out about the lesson topics. Instructors can help
by providing guided questions and points to reflect on.

DURING THE SYNCHRONOUS SESSION (Instructor-assisted learning)

1. Opening: The instructor will guide activities to help students anticipate the lesson work and focus on the
learning objectives so they can become conscious of their own learning and take better control of it.

10/15
 2. Lead-in and Presentation: Students will activate the necessary background knowledge and use the required
prior work for the lesson. Students will be involved in the guided discovery of the topics; communicative
functions (purpose of the language to be learned), and the use of language tools (grammar, vocabulary,
pronunciation features, etc.). Both understanding meaning & use and noticing through critical thinking skills
are key in this stage.
3. Guided-practice: The instructor will involve students in guided and supported practice of the communicative
functions, language tools and topics discovered. Students must try out what they have learned and fine-tune
the use of the language with the support of both the instructor and the class by means of interactive activities
in a collaborative manner. Evaluation is not recommended at this point.
4. Independent practice: Students are expected to use, produce and personalize the language learned as much
as possible through meaningful communicative activities in an autonomous manner. Students should be able
to demonstrate what they have learned at this point to the best of their abilities.
5. Closing: Students will become aware of what they have learned and later carry out all necessary follow-up
activities and homework to consolidate their learning.

AFTER THE SYNCHRONOUS SESSION (Self-directed learning)

 Students will progressively complete all the necessary activities on MyELT book series platform. Here they will
find an array of activities for language practice with due feedback.
 Students may be assigned additional specific homework depending on their language communication needs.
 Completion of activities is important both to reinforce what has been learned over the unit and to become
better acquainted with self-directed digital activities; thus, maximizing the learning time outside the
synchronous class.

VI. ASSESSMENT PROCEDURES

The student in the on-line learning mode will be evaluated by means of two types of assessment along the
course to identify his/her learning styles, pace, progress level, difficulties, opportunities for improvement in
relation to the course learning objectives.
The results of the assessments will be the evidence of the student accomplishment of the learning objectives
in this course. In order to ensure student performance assessment in an objective and accurate manner,
specific rubrics will be employed.
Within this learning mode, feedback is a key component to achieve the desired learning outcomes.

The course assessment will be conducted following two types:

FORMATIVE ASSESSMENT: It is based on the ongoing assessment carried out and the feedback provided to
students in relation to the course activities and tasks both in the synchronous sessions (live classes) and
asynchronous work (MyELT platform), which lead to the accomplishment of the learning objectives in the
course. To this purpose, the instructor will provide the student with the necessary feedback pointing out both
the skills developed and the opportunities for improvement, especially with regards to the student´s oral and
written production in an empathic and timely fashion.

SUMMATIVE ASSESSMENT:
It consists of the addition of the following grades awarded following a base-20 score (vigesimal).

1. Attendance: The student is expected to be present more than half of every synchronous session. Each
instructional hour lasts 50 minutes.
 Monday through Friday (2 ½ instructional hours per session.)
 Mondays, Wednesdays & Fridays: 2 ½ instructional hours per session.)
 Tuesdays & Thursdays (3 ½ instructional hours per session.)
 Saturdays (6 ½ instructional hours per session.)
 Sundays (6 ½ instructional hours per session.)

11/15
 ATTENDANCE TO SYNCHRONOUS SESSIONS
Number of hours attended Score
130 – 140 2
110 – 129 1.5
90 – 109 1
70 – 89 0.5
0 - 69 0

2. Homework assignments: The student will be awarded (2) points for an average number of two
autonomous work hours used for the development of homework assignments over the course.

ASYNCHRONOUS WORK ON BOOK SERIES PLATFORM

Number of chronological hours using MyELT platform Score
30 (or more) 2
25 – 29 1.5
19 – 24 1
8 – 18 0.5
0–7 0

3. Oral communication: The student will be awarded a grade (from 0 – 4) for each unit. Points are
awarded by the addition of the following components:

 Fluency (0 – 2 points)
 Accuracy (0 – 2 points)

4. Progress tests: They consist of four (4) progress tests using the following instruments:

 Two written assignments.

 Two multiple-choice tests

5. Midterm exam: It consists of a 30-minute written test. Points are awarded from 0 – 20.

6. Final exam: It consists of a 30-minute written test. Points are awarded from 0 – 20.

7. Team task (collaborative work): This task will be carried out as follows:

 The students will work in pairs or groups of three. They are expected to work in a collaborative
manner all the time.
 The instructor will provide the necessary instructions for the activity/task.
 The students will work on the topic assigned.
 The students will show the presentation advance in the synchronous classes on the date agreed
upon.
 The students will present the team task in the synchronous class on the due date with the support
of visual resources to enhance the presentation and ensure clarity.
 The team task will be evaluated individually as detailed below:

12/15
 TEAM TASK GRADE
Criterion Score
1 Presentation advance 0.5
2 Fluency and Vocabulary use of the topic 0.5
3 Accurate use of key language learned in the course 0.5
4 Use of Audio-visual resources 0.5
Total 2.0

Below is a summary of the evaluation system.

SUMMARY CHART OF EVALUATION SYSTEM

Grade Percentage Score
1. Attendance (A) 10% 2
2. Homework Assignments (VP) 10% 2
3. Oral Communication (OC) 20% 4
4. Progressive tests (PC) 20% 4
5. Midterm Exam (MT) 10% 2
6. Final Exam (FWE) 10% 2
7. Team Task (TT) 10% 2
8. Oral Exam (OE) 10% 2
Total 100% 20

VII. MATERIALS & RESOURCES

 Hardware requirements: Desktop PC computer, laptop computer, tablet, cellular phone and internet
connection with the required specifications for the course.
 Learning delivery platforms: Learning Management System: Blackboard, Web-conferencing tool for
synchronous sessions: Zoom.
 Electronic textbook World English Intro 1, NATGEO, 3rd ed. (downloadable from Vital Source) and
electronic workbook on MyELT platform,
 Synchronous class presentations: Power Point slides
 Free apps to practice (Draw.io, Powtoon, Prezi, Kahoot, Quizzlet, Socrative, etc. as specified by
instructor).
 Teacher´s annotations.

VIII. BIBLIOGRAPHY AND WEB RESOURCES

 Core book: World English Intro, Editorial National Geographic Learning, Third edition (2020).
 Supplementary material: As needed and specified by instructor (articles in the web, web pages, video
links, podcasts, etc.).

IX. INTERNATIONAL BENCHMARKS (PROFICIENCY REFERENCES)

The learner´s proficiency benchmarks are the following based on the CEFR can-do statements for level A1:

Listening comprehension:
 Can follow speech that is naturally slow and carefully articulated, with long pauses for him/her to
assimilate meaning.
 Can recognize concrete information (e.g. places and times) on familiar topics encountered in everyday life,
provided it is delivered in naturally slow and clear speech.

13/15
 Can understand words and expressions when people are talking about him/herself, family, school, hobbies
or surroundings, provided they are talking slowly and clearly.
 Can understand words and short sentences when listening to a simple conversation (e.g. between a
customer and a salesperson in a store), provided they are talking slowly and clearly.
 Can understand in outline very simple information being explained in a predictable situation like a guided
tour, provided it is delivered in naturally slow and clear speech and pauses from time to time.
 Can understand instructions addressed carefully and naturally slowly to him/her and follow short, simple
directions.
 Can understand when someone tells him/her naturally slowly and clearly where something is, provided
the object is in the immediate environment.
 Can understand figures, prices, and times given naturally slowly and clearly in an announcement by
loudspeaker, e.g. at a railway station or in a shop.
 Can pick out concrete information (e.g. places and times) from short audio recordings on familiar everyday
topics provided it is delivered in naturally slow and clear speech.

Reading comprehension:
 Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and
basic phrases and rereading as required.
 Can understand from a letter, card, or email an event to which he/she is invited and the information given
about day, time and location.
 Can recognize times and places in very simple notes and text messages from friends and colleagues, for
example “Back at 4 o´clock” or “In the meeting room,” provided there are no abbreviations.
 Can recognize familiar names, words and very basic phrases on simple notices in the most common
everyday situations.
 Can understand store guides (information on which floors departments are on) and directions (e.g. to
where to find elevators).
 Can understand basic hotel information, e.g. times when meals are served.
 Can find and understand simple, important information in advertisements, in programs for special events,
in leaflets and brochures (e.g. what is proposed, costs, the date and place of the event, departure times,
etc.).
 Can get an idea of the content of simpler informational material and short simple descriptions, especially
if there is visual support.
 Can understand short texts on subjects of personal interest (e.g. news flashes about sports, music, travel,
or stories, etc.) written with simple words and supported by illustrations.
 Can follow short simple written directions (e.g. to go from X to Y).
 Can understand short, illustrated narratives about everyday activities that are written in simple words.
 Can understand in outline short texts in illustrated stories, provided that the images help him/her to guess
much of the context.
 Can recognize familiar words and phrases and identify the topics in headline news summaries and many
of the products in advertisements, by exploiting visual information and general knowledge.
 Can deduce the meaning of an unknown word for a concrete action or object, provided the surrounding
text is very simple, and on a familiar everyday subject.

Oral communication (speaking):

 Can produce simple mainly isolated phrases about people and places.
 Can describe him/herself, what he/she does and, where he/she lives.
 Can describe simple aspects of his/her everyday life in a series of simple sentences, using simple
words and basic phrases, provided he/she can prepare in advance.
 Can give a simple description of an object or picture while showing it to others using basic,
phrases, and formulaic expressions, provided he/she can prepare in advance.
 Can explain what he/she likes/dislikes about something, why he/she prefers one thing to
another, making simple, direct comparisons.

14/15
 Can present his/her opinion in simple terms, provided listeners are patient.
 Can read out loud a very short, rehearsed statement – eg. To introduce a speaker, propose a
toast, etc.
 Can use gesture to support simple words/phrases in expressing a need.

Written communication (writing):

 Can give information in writing about matters of personal relevance (e.g. likes and dislikes,
family, pets using simple words and basic expressions.
 Can write simple isolated phrases and sentences.
 Can write simple phrases and sentences about themselves and imaginary people, where they
live and what they do.
 Can describe in very simple language what a room looks like.
 Can use simple words and phrases to describe certain everyday objects (e.g. the color of a car,
whether it is large or small).
 Can write simple texts on familiar subjects of interests, linking sentences with connectors like
“and,” “because,” or “then.”
 Can give his/her impressions and opinions in writing about topics of personal interest (e.g.
lifestyles and culture stories).

15/15