Guidelines for activity I; 2 minutes video

Objective: To measure students´ ability

to describe illnesses and to provide
suggestions, or recommendations by
using different modal verbs accurately,
and vocabulary from unit 1.
Instructions: read carefully this
document and take into account the
guidelines to carry out this activity. It will
be divided into two parts; speaking and writing

First of all, record the video by using mp4 format. In case you have doubts how to convert your
video into MP4, the following video-tutorial may be useful:

Convertir videos a cualquier formato con format factory.

1. General guidelines
 Record your video in a well properly lit place.
 Keep the place clean from any distractor.
 Use a video-recording camera or cellphone with high camera definition so that your
face and additional material can be seen clearly.
 Use drawings, pictures, screenshots, and power point presentations as additional
material.
 Make sure to review and revise your work before you upload it into the platform through
the homework tool. The video must have both audio and image, and it is individually.
 The video must last at least 2 minutes; other than that, your tutor will not be allowed
to grade it.

1.1 Criteria that will be used to evaluate your performance:

 Accuracy: practice the use of the modal verbs and how to give suggestions,
recommendations. The following videos may help you:
Explicación del verbo can en inglés,1. How to use can in English/ modal verb can.
Como usar should y shouldn´t, verbo modal should, explicación de should.
Como usar must en inglés/verbo modal must, modal verb must
Como usar can and could en inglés, verbos modales en inglés, modal verbs.
Como usar have to en inglés, diferencia entre have y have to.
Como usar may y might en inglés. Diferencia entre may y might en inglés, modal verbs,
may and might.

 Pronunciation: practice as many times as necessary to enhance your speech. All the
words you use to articulate your sentences will be evaluated. If you have any questions
regarding the pronunciation of any word, make sure you use a dictionary to find the
correct pronunciation. The following link may help you:
https://dictionary.cambridge.org/es/

https://dictionary.cambridge.org/es/diccionario/ingles/health

 Fluency: practice as many times as possible so you can get the fluency that is required
for this level. The idea is that you sound natural when you use the language as though
you were using your native tongue, same pace, tone, and intonation. Hesitation will
be considered a lack of fluency. Large pauses to reach 2 minutes will be considered
lack of fluency.
Written part
You have to attach a script of the speaking part. Before you record your video, you need to
have script of what you will say.

The following is the criteria that will be used to evaluate the written part.
 Grammar: Review and revise grammatical rules about the use of modal verbs, to give
suggestions, recommendations.

 Mechanics: Make sure to avoiding spelling, punctuation, or capitalization mistakes.

To help you on this aspect, the following videos might be useful for you: Reglas de
puntuación. Cuando utilizar mayúsculas y minúsculas.
  Plagiarism: Cite all the sources you use to get information from. Paraphrase
information, avoid copying and pasting information from the website. Failure of
citing full or partial piece of information will trigger the lowest score on the WHOLE
ACTIVITY “0”.

General guidelines:
Work format: Name of the PDF document: last name and first name- situs- activity 1. For
example Hernández Jonathan-Ahuachapán- Activity 1.

Front page
Font “Times New Roman.”
Font size 12.
Space: 1.5
Margins 2.54 cm (1 inch) in each edge of the sheet (Top, bottom, left and right). Color:
black.
Send the activity before or on the due date. No late assignments will be accepted.
Assignment date: August 9th 2022.
Due date: August 20th 2022.

Description of the activity:

Imagine a family member is sick and you have to provide suggestions, advice, possibilities,-
obligations, and requests. You will mention who you will talk about; for example, your
father, mother, cousin, uncle, etc. Then, you will talk about the illness he/she has. Then, you
will provide suggestions, recommendations, obligations, etc. You will be required to use the
following auxiliary verbs: Should, can, could, might, may, have to, must. You will use them in
both positive and negative forms. You will use the third person (he, she) to produce the oral
part. You are not supposed to read; therefore, you will use flashcards, PowerPoint
presentation, visual aids etc. If your video does not reach the 2 minutes, your tutor will not be
allowed to grade it. If you read, your tutor will not be allowed to grade it either. If the activity
is handed in late. Your tutor will take off one point from any of the criteria in the rubric.

Explanation how you your performance will be graded. Firstly, the rubric for this activity has
5 criteria. The highest score you can get is 5 points per criterion. Therefore, the global score
is 25 points. On the other hand, the minimum score you can get is zero “0”. In order to get
the grade, 10 will be divided by 25 points= 10/25= 0.4; then, this score will be multiplied by
the total number of points you get taking into account all criteria. Therefore, it is strongly
recommended that you read the rubric and the guidelines before carrying out this activity.
 UNIVERSIDAD DE EL SALVADOR EN LÍNEA
FACULTAD DE CIENCIAS ECONOMICAS
ESCUELA DE MERCADEO INTERNACIONAL
INGLES 218-2022

Rubric to evaluate activity 1

Due date: October 27th, 2022
Objective: to measure students´ ability to provide suggestions, recommendations, possibilities obligations and requests by using auxiliary verbs properly and
vocabulary from unit 1. . Student´s name:___________________________ 25/10 total score_______ Grade:______________
Instructions: Read carefully the following aspects that will be taken into account to measure your performance so that you can become aware of the criteria
and do your best.
5 4 3 2 1 0
Accuracy The student does not The student The student makes a The student makes The student makes The student makes
make any type of makes some few grammatical lots of grammatical several grammatical many grammatical
grammatical mistakes grammatical mistakes while mistakes while mistakes while mistakes while
while speaking. mistakes while speaking from 5 to speaking, from 8 to speaking from 11 to speaking, 14 or more
speaking, from 1 7. 10. 13.
to 4.
The student articulates The student The student The student The student The student articulates
all words correctly and articulates the articulates many articulates the articulates words many words
shows an outstanding majority of words words correctly, several words correctly, but makes incorrectly, making
level of pronunciation correctly, making making from 4 to 6 correctly, making from 11 to 13 more than 13 mistakes,
Pronunciatio from beginning to end. from 1 to 3 mistakes, showing a from 7 to 10 mistakes, showing a showing a poor level of
n mistakes, showing very good level of mistakes, showing a fair level of pronunciation.
an excellent level pronunciation. good level of pronunciation.
of pronunciation. pronunciation.
Fluency The student speaks The student The student speaks The student tries to The student tries to The student is not
fluently with no speaks somewhat some degree of speak fluently, but speak fluently, but fluent. There are too
hesitations whatsoever fluently with little fluency with some there are several there are many many pauses or
sounding naturally hesitations pauses/ hesitations pauses /hesitations pauses sounding hesitations affecting
sounding sounding a little bit sounding somewhat somewhat unnatural. the speech.
naturally. natural. unnatural.
Grammar Sentences are clearly There are a few There are some There are several There are a lot of There are many
& stated. There are not mistakes in mistakes in spelling, mistakes in spelling, mistakes in spelling, mistakes in spelling,
spelling mistakes, spelling, punctuation marks, punctuation marks, punctuation marks, punctuation marks and
Mechanics punctuation, punctuation capitalization, or capitalization, or and capitalization, or capitalization, or
capitalization error, nor marks, grammar grammar grammar grammar.
are there grammar capitalization, or From 5 to 7 From 8 to 10 From 11 to 13. 14 or more.
mistakes. grammar (Combined.) (Combined.) (Combined)
From 1 to 4.
(Combined.)
Content The student has not If the student has If the student has If the student has If the student has If the student has
Authenticity copied and pasted copied and pasted copied and pasted copied and pasted copied and pasted copied and pasted
partial or full partial or full partial or full partial or full partial or full partial or full
& information from any information from information from information from information from any information from any
Plagiarism source; thus, he/she has any source any source without any source without source without citing source without citing
cited according to APA without citing citing according to citing according to according to APA according to APA
guidelines/or has according to APA APA guidelines, nor APA guidelines, nor guidelines, nor has guidelines, nor has the
paraphrased guidelines, nor has the student has the student the student student paraphrased
information. The has the student paraphrased paraphrased paraphrased information. If the
student has not paraphrased information. If the information. If the information. If the student has submitted
submitted same work as information. If student has student has student has same work as other
other student. The one the student has submitted same submitted same submitted same work student, it will be
who committed submitted same work as other work as other as other student, it considered plagiarism.
plagiarisms will be given work as other student, it will be student, it will be will be considered The lowest score will
the lowest score. student, it will be considered considered plagiarism. The apply in this section.
The whole work will be considered plagiarism. The plagiarism. The lowest score will “0”.
given a ZERO if plagiarism. The lowest score will lowest score will apply in this section. The whole work will
plagiarism is lowest score will apply in this section. apply in this section. “0”. be given a ZERO if
committed. apply in this “0”. “0”. The whole work will plagiarism is
section. “0”. The whole work will The whole work will be given a ZERO if committed
The whole work be given a ZERO if be given a ZERO if plagiarism is
will be given a plagiarism is plagiarism is committed
ZERO if committed committed
plagiarism is
committed
 Webgrafía
Acosta, C. [Teacher Clau]. (2017, 15 de marzo). Aprende en Ingles las Reglasde
Puntuación y de uso de Mayúsculas [Archivo de video]. Recuperado de
https://www.youtube.com/watch?v=HwlCD_oSAiI.

Cambridge Dictionary-Cambridge University Press (2020)

https://dictionary.cambridge.org/es/

Dalumoli 82. (n.d.) Convertir videos a cualquier formato con format Factory (3gp,
movil, mp4, mkv, etc). [Archivo de video]. Recuperado de
https://www.youtube.com/watch?v=QbJpPTpPCaE

Matías, L. [Luis Daniel Matías]. (2019, 09 de julio). Reglas del uso de Mayúsculas en
inglés [Archivo de video]. Recuperado de
https://www.youtube.com/watch?v=fykGxqdz62k
Arévalo, L. [Inglés paso a paso con Lucie]. (2018, 23 de julio). Explicación del verbo can en
inglés, parte 1/ How to use can in English/ modal verb can. [Video file]. Retrieved from:
https://www.youtube.com/watch?v=pJukFEDtGo0

Arévalo, L. [Inglés paso a paso con Lucie]. (2019, 9 de diciembre). Como usar should y
shouldn´t, verbo modal should, explicación de should. [Video file]. Retrieved from:
https://www.youtube.com/watch?v=btVmyidsjWA
Arévalo, L. [Inglés paso a paso con Lucie]. (2021, 24 de marzo). Lección 38: como usar can
and could inglés, verbos modales en inglés, modal verbs. [Video file]. Retrieved from:

https://www.youtube.com/watch?v=Bupanhc2CVU

Arévalo, L. [Inglés paso a paso con Lucie]. (2021, 7 de abril). Lección 39: como usar must en
inglés, verbo modal must, modal verb must. [Video file]. Retrieved from:
https://www.youtube.com/watch?v=5KJLbX4cOo0

Arévalo, L. [Inglés paso a paso con Lucie]. (2021, 21 de abril). Lección 41: como usar have to
en inglés, diferencia entre have y have to. [Video file]. Retrieved from:

https://www.youtube.com/watch?v=ym9B2Hdawk4

Arévalo, L. [Inglés paso a paso con Lucie]. (2021, 17 de marzo). Como usar may y might en
inglés. Diferencia entre may y might en inglés, modal verbs may and might. [Video file].
Retrieved from: https://www.youtube.com/watch?v=DiMSzLOUSV8