UNIDAD EDUCATIVA SANTANA

SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024
1. GENERAL INFORMATION:

AREA: Languages SUBJECT: English B

TEACHER: Marcela Mogollon Email: mmogollon@santana.edu.ec
Grade: 2nd A BGU
Start date: September 4th, 2023 End date: September 22nd, 2023

2. MAIN THREAD:

Ever wondered how different beliefs from around the globe come
together to create a colorful mosaic of world religions?
Let's dive into the stories, practices, and shared journeys that shape our past, present, and
future

Fig.1 https://pixabay.com/illustrations/religion-faith-christianity-islam-1046867/

Topics: UNDERSTANDING GOALS

Exploring Beliefs - "Diverse Spiritual ✔ How is the IB going to benefit students

Pathways” Introduction to Major World
to achieve their goals? What are its
Religions
benefits and themes?
➔ English B. What is it?
➔ Exploring Beliefs - "Diverse Spiritual ✔ How do the beliefs of major world
Pathways" religions shape the way people live
➔ Religious Texts - "Exploring different their lives and contribute to the diversity
beliefs and traditions” of cultures around the globe?
✔ In what ways can religion shape and
transform societies?

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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024

5. General guidelines

1.- Read each proposed activity carefully.

2.- Ask your teacher for help in case of any difficulty.
3.- Collaborate with your classmates. Teamwork is the key!
4.- Avoid being distracted by activities that are outside the main theme.
5.- Check your work carefully to avoid any grammar and spelling mistakes.
6.- Always be resourceful.
7.- Your performance and behavior will be graded by your teacher.
8.- Welcome a positive attitude!

6. SKILLS OF PERFORMANCE

Sessions 1 & 2: WHAT IS ENGLISH B?

Exploration: Take a look at the following

Poster and discuss it in an open class.
Watch the [video] and complete the
word splash activity.

Fig.2

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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024

Word Splash
Watch the video and write down 12 important words, then swap your words with a
partner, watch the video again, listen for your friend's words, and cross them out as you hear
them.

Guided Research:

https://twitter.com/iborganization/status/1612458913303232516

1. Look at these images [LINK]

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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024

2. Which attribute from the IB learner Profile do you Identify yourself with the Most? Why?
Choose 5. Explain:

Learner’s Profile Explain why?

3. Read the chart in pairs and choose an image for each topic that you think is related and make a voice
note of 2 minutes explaining why.

Theme Guiding principle Optional Possible questions

recommended topics

1. Identities Explore the nature of the • Lifestyles • What constitutes an

self and what it is to be • Health and well- identity?
human. being • How do we express
• Beliefs and values our identity?
• Subcultures • What ideas and
• Language and images do we
identity associate with a
healthy lifestyle?
• How do language
and culture
contribute to form
our identity?

2. Experiences Explore and tell the • Leisure activities • How does travel
stories • Holidays and travel broaden our
of the events, • Life stories horizons?
experiences • Rites of passage • How does our past
and journeys that shape • Customs and shape our present
our lives. traditions and our future?
• Migration • How and why do
different cultures
mark important
moments in life?
• How would
living in another
culture affect our
worldview?

3. Human Explore the ways in • Entertainment • How do

ingenuity which • Artistic expressions developments

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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024
human creativity and • Communication and in science and
innovation affect our media technology
world. • Technology influence our lives?
• Scientific innovation • How do the arts help
us understand the
world?
• What can we learn
about a culture
through its artistic
expression?
• How do the media
change the way we
relate to each other?

4. Social Explore the ways in • Social relationships • What is the

organization which groups of people • Community individual’s role in
organize themselves, or • Social engagement the community?
are organized, through • Education • What role do rules
common systems or • The working world and regulations play
interests. • Law and order in the formation of a
society?
• What role does
language play in a
society?
• What opportunities
and challenges does
the 21st-century
workplace bring?

5. Sharing the Explore the challenges • The environment • What environmental

planet and opportunities • Human rights and social issues
faced by individuals • Peace and conflict present challenges to
and communities in the • Equality the world, and how
modern world. • Globalization can these challenges
• Ethics be overcome?
• Urban and rural • What ethical issues
environment arise from living in
the modern world,
and how do we
resolve them?
• What challenges
and benefits does
globalization bring?
• What challenges
and benefits result
from changes in
urban and rural
environments?

APPLICATION:
Choose one of the 5 Themes and a subtopic.
Relate this to one Global event or situation that is happening in the world today.
Explain how we are affected by this today. Is it good or bad ¿ why?
Explain in 75 words. Or talk for one ☝🏻 minute.
☝
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SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024
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Sessions 3, 4 & 5 Input: Exploring Beliefs - "Diverse Spiritual Pathways"

Exploration: Watch the video, do the think, and discuss sessions.

TED-Ed LESSON

Guided Research (Reading): Explore major world religions through written overviews, understanding
their foundational beliefs and practices.

What are the main major religions in the world? What do you consider them to be?

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.yourdictionary.com%2Farticles%2Fworld-religions-beliefs&psig=AOvVaw0dufi_-
p3hu7Y0GnCmrbF1&ust=1693324884460000&source=images&cd=vfe&opi=89978449&ved=0CBAQjhxqFwoTCNChl_jc_4ADFQAAAAAdAAA
AABAH
https://www.yourdictionary.com/articles/world-religions-beliefs

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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024
Match religions with their corresponding icons or symbols. Then try to guess the corresponding amount of
followers worldwide

(14 million) (2.1 billion) (360 million) (1.3 billion) (900 million)

Christianity Hinduism Judaism Islam Buddhism

AMOUNT OF
RELIGIONS SYMBOLS
FOLLOWERS
……………… …………………..
… millions

……………… …………………..
… millions

……………… …………………..
… millions

……………… …………………..
… millions

……………… …………………..
… millions

Guided Research: Analyze the following chart and highlight the facts you find similar for all the religions
mentioned:

RELIGION FEATURES MAIN DEITY MAIN BELIEFS

Origin: Israel, (Middle One God who is a MONOTHEISTIC
East) Asia Trinity of Father, All followers have sinned and are separated from God;
Started in 30 A.D. Son and Holy Spirit they are seeking salvation during life on Earth
Christianity
Founded by Jesus Afterlife: goal is to live eternally with God in Heaven
Christ, prophet 2.1 billion Christian Sunday is the day of rest and prayer in a Church
Religious text: Bible followers worldwide:
Origin: Saudi Arabia, One God, Allah MONOTHEISTIC
(Middle East) Asia (Arabic) All followers must submit to the will of God to gain
Started in 622 A.D. Paradise after death
Islam
Founded by 1.3 billion Muslim Afterlife: goal is to live in Paradise
Muhammad, prophet followers worldwide Pray five times daily facing Mecca (holy city)
Religious text: Qur’an
Judaism Origin: Israel, (Middle One God, Yahweh MONOTHEISTIC
East) Asia Obey God’s commandments during this life; focus is more
Started in 1300 B.C. 14 million Jewish on this life than the next
Religion of the followers worldwide Afterlife: beliefs vary, but many believe in the World to
Hebrews Come (similar to Heaven)
Religious text: Torah, Saturday is the day of rest and prayer in a Synagogue or
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SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024
Tanakh & Talmud Temple
Origin: N.E. India, No Considered a PHILOSOPHY, but more polytheistic in
Asia specific/identified nature as it shares many beliefs with Hinduism
Started in 520 B.C. “God” Purpose in life is to avoid suffering and gain
Founded by enlightenment through good karma
Buddhism Siddhartha Gautama 360 million Afterlife: ultimate goal is to end rebirth/reincarnation and
(the Buddha) Buddhist followers be enlightened or united with Buddha
Religious text: worldwide Silent meditation to reach true peace and happiness;
Tripitaka (Pali harm no other being, worship in temples with Buddhist
Cannon), Sutra monks (teachers)
Origin: Indigenous One Supreme POLYTHEISTHIC
religion of India Reality, Humans are in bondage to ignorance and illusion, but are
Beginnings are able to escape
unknown Brahman, Must follow dharma (Hindu law by caste) to get good
Founder is unknown manifested in many karma to end samsara (rebirth)
Hinduism
Religious text: Vedas forms as gods and Afterlife: goal is to be reunited with Brahman
& Upanishads goddesses Silent meditation, yoga, worship in temples, and devotion
to a god or goddess is expected
900 million Hindu
followers worldwide
Compare and contrast three religions and write down inside the corresponding box the similarities they
all share and characteristics that make them unique as well.

1. 2. 3.

They all share

APPLICATION:

Read and find out

Read the text below, and answer the questions:
• What is the main religious faith in the UK?
• Do many people practise their faith?
• Which religious groups have their own schools?
• Have people in the UK got a strong religious identity?
• Why is there a new employment law for religious rights?

Faith

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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024
At Christmastime in the UK examples of celebrations are in the media, in most state schools and on
every street corner. A foreign visitor might then come to the conclusion that people in the UK are very
religious. Well, that depends on what you mean by religious. If you mean church going then this is not
the case.

Religious identity
The most recent census of the UK population in 2011 asked people to indicate their religion and 95%
of people completed this information on the census form. The results showed that the dominant faith in
the UK is Christianity with 59.3% of people saying they were Christians. But, only 6% attend church
services regularly. Religious identity is not about practising religion. They celebrate Christmas or
Easter in a commercial way, buy presents, take time off work or school but do not always celebrate
with prayers and religious services. The UK is mainly a secular society.

Religious education
Another fact which might confuse a visitor are the number of faith schools. Schools which are set up
by religious groups are often very popular with parents and have a good reputation. There are many
other religions in the UK. In some areas classes might have pupils who practise 5 or 6 different
religions. Some of these religious groups set up their own state schools for their communities. 35% of
Primary schools in England are faith schools of the Church of England, Catholic church, Jewish
schools, Muslim schools or Sikh schools. There are 90 Islamic schools and many Muslims also attend
local state schools. Some faith schools are over 50 years old. But some parents want to send their
children to the special faith schools because they are good schools with good exam results, not
because they are keen for their children to have a religious education.

Respect for everyone's faith and beliefs

Christians in the UK continue to have their important days, Sundays, Easter or Christmas. However,
there are many non-Christians who do not observe a day of rest on Sunday and they too have their
own religious celebrations. This week a very important new employment law comes into effect. This
law recognises the equality of people's religion or belief. Perhaps a worker needs to take time off work
for a special festival or needs to pray at work during the day. This law asks employers to respect these
religious beliefs. If possible, employers must try to give all employees the chance to observe their
religious festivals. The UK has got to be flexible and schools need to teach tolerance of other faiths .It
is a multi-racial society

Follow up questions

Find in the text

• One thing in common between your country and the UK

My country have a great relationship with USA

• One thing which you did not know

The number of faith schools in the UK

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SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024

Religion is not cool

Statistics in the UK show that fewer and fewer young people bother to attend religious services regularly.
Two thirds of 18-24 year olds say they have no religious affiliations. Even pupils in faith schools, like
Catholic schools, said that they did not attend church regularly in the same way as their parents. The
reasons given are that it is just not cool to be a Christian or to follow your parents' beliefs.

• What do young people in your country think?

I think in my country most people believed in god, specifically in the catholic church

• Is it necessary to reject your parents' beliefs to become an adult?

No, its not.

• Did previous generations have more need for religion than your generation?
Yes

• Is there any room for religion in teenagers' lives?

Absolutely, the religion on teen agers is very important

• How could churches make their services more attractive to young people?
Making the speeches more interesting and interactive.

Faith schools

There is much debate in the UK about faith schools. Faith schools receive some taxpayers money from
the government to help run the school. Pupils do not pay to attend the state-aided faith schools. There
are also private faith schools too. Some people support them and think they give people the right to be
educated in their beliefs. Some people are very much against the idea of faith schools because they
think that this isolates groups from each other and can cause intolerance. The anti faith school campaign
wants everyone to be educated together in the same school and to learn about each others' beliefs and
customs.

Religious groups say that faith schools are necessary if they want to educate their young people
completely.

• Are there any faith schools in your country? Do you attend one?
Yes, i never attend to one

• What might the advantages of a faith school be?

They guide their students to believe in god

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SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024

• How might a faith school make sure that new pupils really do practise their faith?
making them have religion class

• What are the advantages of educating everyone together in a multi-faith environment?

They learn to respect all the beliefs

• Do you think schools should teach religion? Whose job is it?

I don't think so, it is job of the parents

• What is the policy on religious education in your school?

I don't know

• Are you satisfied with the religious education you get?

No, i'm not

Rules for living and working together

State schools encourage tolerance and harmony in their schools but it is sometimes difficult to get pupils
to respect each others’ customs. In UK schools there are different religious beliefs, ways of dress, taste
in food and attitudes towards family and relationships.
• Imagine you are making a list of school rules or guidelines for behaviour to give to all pupils in a multi-
cultural school.. Think of at least 3 main points and decide what the school might do if there is conflict
between pupils on matters of race or religion

And write an argumentative paragraph.

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SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024

Sessions 6, 7 & 8 Religious Texts - "Analyzing Sacred Words"

Exploration: Riddles

● I am a book which many people find wisdom within. What am I?

● I am a practice that involves water, but I don't make you entirely wet. What am I?
● It is a time of year that celebrates rebirth and new beginnings, some cultures represent it with
bunnies. What is it ?

Guided Research: How can sacred texts provide guidance and wisdom to individuals and
communities?

Individually select a passage from a religious text and write a reflection that explores the meaning and
significance of the chosen passage.

Wisdom from Sacred Scriptures: Insights from Different Religions

Religious texts hold profound wisdom and guidance that have shaped the beliefs and practices of
millions around the world. In this article, we will explore key teachings from five major religions –
Christianity, Islam, Hinduism, Taoism, Sikhism, and Buddhism. Each of these passages offers unique
️insights into life, faith, and the human experience. ️✡
️ ️

1. From the Bible (Christianity): "For God so loved the world that he gave his one and only Son,
that whoever believes in him shall not perish but have eternal life." - John 3:16

1.

2. From the Quran (Islam): "Allah does not burden a soul beyond that it can bear..." - Quran 2:286

2.

3. From the Bhagavad Gita (Hinduism): "You have the right to work, but for the work's sake only.
You have no right to the fruits of work." - Bhagavad Gita 2.47

3.

4. From the Tao Te Ching (Taoism): "The Tao that can be told is not the eternal Tao; the name
that can be named is not the eternal name." - Tao Te Ching, Chapter 1
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SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024

4.

5. From the Dhammapada (Buddhism): "You yourself must strive. The Buddhas only point the way." -
Dhammapada, Verse 276

5.

Ex.

7. From the Guru Granth Sahib (Sikhism): "Burn worldly love, rub the ashes and make ink of it, make
the heart the pen, the intellect the writer, write that which has no end or limit." - Guru Granth Sahib,
Ang 722

This verse from the Guru Granth Sahib emphasizes the importance of transcending worldly
attachments in Sikhism. It encourages individuals to let go of materialistic desires and instead
focus on spiritual pursuits. It teaches the significance of self-transformation and expressing divine
love through one's thoughts, actions, and writings.

Multiple Choice Questions:

Which verse represents the essence of Christianity?

a) Quran 2:286 c) John 3:16

b) Bhagavad Gita 2.47 d) Tao Te Ching, Chapter 1

Which verse emphasizes the importance of detached action in Hinduism?

a) Quran 2:286 c) John 3:16

b) Bhagavad Gita 2.47 d) Guru Granth Sahib, Ang 722

Which verse highlights the limitations of language and concepts in Taoism?

a) Quran 2:286 c) John 3:16

b) Bhagavad Gita 2.47 d) Tao Te Ching, Chapter 1

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 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024
Which verse encourages individuals to let go of materialistic desires in Sikhism?

a) Quran 2:286 c) John 3:16

b) Bhagavad Gita 2.47 d) Guru Granth Sahib, Ang 722

Which verse emphasizes personal effort and striving in Buddhism?

a) Quran 2:286 c) John 3:16

b) Bhagavad Gita 2.47 d) Dhammapada, Verse 276

Vocabulary Matching: Match the following terms with their definitions.

__ Detached action a) Inner freedom from suffering in Buddhism

b) Acting without being attached to the

__ Salvation
outcomes in Hinduism

__ Resilience c) Unutterable or indescribable in Taoism

d) Being saved from sin and its consequences in

__ Ineffable
Christianity

__ Liberation e) The ability to recover quickly from difficulties

in Islam

Passage Scenario Questions:

Imagine you are facing a difficult challenge. Which verse would provide you with reassurance
and encouragement? Explain why.

Suppose you are struggling with materialistic desires and want to focus more on spiritual
growth. Which verse would resonate with you the most? Explain your choice.

You are intrigued by the concept of detached action. How would you apply this teaching in your
daily life? Provide an example.

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SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024
APPLICATION:

Research Project: Explore different beliefs and traditions

Process:

● Topic Selection: Each student will select one of the six religions (Christianity, Islam, Hinduism,
Taoism, Sikhism, or Buddhism) to focus on for their research project.
● Gathering Information: Students will research and gather information about their chosen religion,
focusing on the core beliefs, practices, and teachings. As well as its traditions and important
celebrations, rituals and dates. They will explore reliable sources such as books, academic
articles, reputable websites, or interviews with individuals from the respective faith communities.

Presentation:

Slides: Students will create a slide presentation summarizing their research findings. Each slide should
include the following:

a. Introduction: Briefly introduce the chosen religion and its significance.

b. Core Beliefs: Provide an overview of the core beliefs and principles of the religion.

c. Traditions and celebrations: Sacred texts, practices, celebrations, and rituals.

d. Analyzed Verses: Present the three selected verses and provide explanations of their teachings and
significance.

f. Conclusion: Summarize the main findings and insights gained from the research.

Poster: Students will also create a poster visually representing the key points of their research. The
poster should include:

a. Title: Clearly state the chosen religion and the focus of the research project.

b. Images: Include relevant images or symbols representing the religion.

c. Key Points: Summarize the core beliefs, teachings, and insights gained from the research. d. Verses:
Display the three selected verses prominently on the poster. e. Comparative Analysis: Include a visual
representation (such as a Venn diagram) highlighting the commonalities and differences between the
analyzed verses.

Evaluation Criteria:

Closure Question: In what ways can religion shape and transform societies?

7. EVALUATION:
Self-evaluation

Criteria:

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SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024
Vocabulary and Language Usage - 3 points
Grammar and Sentence Structure - 3 points
INPUT - Comprehension and Understanding - 2 points
OUTPUT - Communication Skills - 2 points

Degree of Achievement:

9-10 points: Excellent achievement, demonstrating a strong command of vocabulary, grammar,

comprehension, and communication skills.
7-8 points: Good achievement, displaying a solid understanding and usage of vocabulary, grammar,
comprehension, and communication skills.
5-6 points: Adequate achievement, showing a satisfactory level of vocabulary, grammar, comprehension,
and communication

RUBRICS FOR TEACHER ASSESSMENTS

Rubrics for Output-Writing and Output-Speaking, including indicators of achievement and descriptors
with explanations for each score from 10 to 0:

Rubric for Output-Writing (Scored out of 10 points):

Criteria - Score - Descriptor - Indicators of Achievement

Vocabulary and Grammar ️️

10 🌟 Excellent use of vocabulary and grammar. Demonstrates a wide range of accurate and
appropriate vocabulary and advanced grammatical structures.
9 ✨ Good use of vocabulary and grammar. Demonstrates mostly accurate and appropriate vocabulary and
solid grammatical structures.
8 🌙 Adequate use of vocabulary and grammar. Demonstrates some accurate and appropriate
vocabulary and basic grammatical structures.
7 ️️Developing use of vocabulary and grammar. Demonstrates limited vocabulary and simplistic
grammatical structures.
6 ️️Basic use of vocabulary and grammar. Demonstrates very limited vocabulary and basic
grammatical structures.
5 ️☁ ️ Limited use of vocabulary and grammar. Demonstrates minimal vocabulary and limited
understanding of grammatical structures.
4 ️️Inconsistent use of vocabulary and grammar. Demonstrates frequent errors and inconsistencies
in vocabulary and grammar usage.
3 ️️Weak use of vocabulary and grammar. Demonstrates poor understanding and inappropriate use
of vocabulary and grammar.
2 ️️ Very weak use of vocabulary and grammar. Demonstrates severe limitations in vocabulary and
grammar usage.
1 🌑 Minimal use of vocabulary and grammar. Demonstrates minimal understanding and use of

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SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024
vocabulary and grammar.
0 🌚 No use of vocabulary and grammar. Demonstrates no understanding or use of vocabulary and
grammar.

Rubric for Output-Speaking (Scored out of 10 points):

CriteriaScore Descriptor Indicators of Achievement

Pronunciation ️️

10 🌟 Excellent pronunciation. Articulates words and sounds clearly with natural intonation and
minimal accent, resulting in a highly understandable speech.
9 ✨ Good pronunciation. Articulates words and sounds mostly clearly with appropriate intonation and
understandable speech, with some slight accent.
8 🌙 Adequate pronunciation. Articulates words and sounds with some difficulty, resulting in
occasional unclear speech and noticeable accent.
7 ️️Developing pronunciation. Articulates words and sounds with significant difficulty, resulting in
unclear speech and noticeable accent.
6 ️️Basic pronunciation. Articulates words and sounds with major difficulty, resulting in frequent
unclear speech and significant accent.
5 ️☁️Limited pronunciation. Articulates words and sounds with great difficulty, resulting in minimal
intelligibility and heavy accent.
4 ️️ Inconsistent pronunciation. Articulates words and sounds with frequent errors and
inconsistencies, hindering intelligibility and accent.
3 ️️Weak pronunciation. Articulates words and sounds with poor accuracy and limited intelligibility,
making it challenging to understand.
2 ️️Very weak pronunciation. Articulates words and sounds with severe inaccuracies and poor
intelligibility, making it extremely difficult to understand.
1 🌑 Minimal pronunciation. Articulates words and sounds with minimal accuracy and intelligibility,
resulting in major difficulties in understanding.
0 🌚 No pronunciation. Articulates words and sounds with no accuracy or intelligibility, making it
impossible to understand.

Fluency ️️

10 🌟 Excellent fluency. Speaks fluently with a smooth and natural flow of speech, using appropriate
pacing and phrasing with minimal hesitation.
9 ✨ Good fluency. Speaks mostly fluently with occasional hesitation, using adequate pacing and phrasing,
maintaining a fairly smooth flow of speech.
8 🌙 Adequate fluency. Speaks with some hesitation, resulting in choppy speech with noticeable
breaks and pauses, affecting the overall flow.
7 ️️Developing fluency. Speaks with significant hesitation, resulting in disjointed speech with
frequent breaks and pauses, hindering the overall flow.
6 ️️Basic fluency. Speaks with major hesitation, resulting in fragmented speech with major breaks
and pauses, significantly affecting the overall flow.
5 ️☁️Limited fluency. Speaks with great difficulty and hesitation, resulting in minimal coherence and
disrupted flow, making it challenging to follow.
4 ️️Inconsistent fluency. Speaks with frequent disruptions and hesitations, hindering coherence and
causing a disjointed flow of speech.
3 ️️Weak fluency. Speaks with poor coherence and significant hesitation, resulting in major
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DIAGNOSTIC MODULE
2023-2024
difficulties in following the speech.
2 ️️Very weak fluency. Speaks with severe limitations in coherence and fluency, making it extremely
challenging to follow the speech.
1 🌑 Minimal fluency. Speaks with minimal coherence and fluency, resulting in major difficulties in
understanding the speech.
0 🌚 No fluency. Speaks with no coherence or fluency, making it impossible to understand the
speech.

Rubric for Input - Listening (Scored out of 10 points):

Criteria - Score - Descriptor - Indicators of Achievement

Understanding 🎧👂
- 10 - 🌟 Excellent understanding. Demonstrates a high level of comprehension of the audio, accurately
capturing details, main ideas, and implied information.
----
- 9 - ✨ Good understanding. Demonstrates a solid comprehension of the audio, capturing most details, main ideas,
and some implied information.
----
- 8 - 🌙 Adequate understanding. Demonstrates a satisfactory comprehension of the audio, capturing key
details, main ideas, and some implied information.
----
️️- 7 - ️Developing understanding. Demonstrates a developing comprehension of the audio, capturing
limited details and main ideas with some difficulty.
----
️️- 6 - ️Basic understanding. Demonstrates a basic comprehension of the audio, capturing minimal details
and main ideas with major difficulty.
----
️- 5 - ☁️Limited understanding. Demonstrates limited comprehension of the audio, capturing only a few
details and struggling to grasp main ideas.
----
️️- 4 - ️Inconsistent understanding. Demonstrates inconsistent comprehension of the audio, struggling to
capture details and main ideas accurately.
----
️️- 3 - ️Weak understanding. Demonstrates weak comprehension of the audio, frequently missing details
and struggling to understand main ideas.
----
️️- 2 - ️Very weak understanding. Demonstrates very limited comprehension of the audio, often unable to
understand details or main ideas.
----
- 1 - 🌑 Minimal understanding. Demonstrates minimal comprehension of the audio, unable to understand
most details or main ideas.
----
- 0 - 🌚 No understanding. Demonstrates no understanding of the audio, unable to grasp any details or
main ideas.

Rubric for Input - Reading (Scored out of 10 points):

18
 UNIDAD EDUCATIVA SANTANA
SECCIÓN SECUNDARIA
2nd BGU
DIAGNOSTIC MODULE
2023-2024

Criteria - Score - Descriptor - Indicators of Achievement

Understanding 📚👀
- 10 - 🌟 Excellent understanding. Demonstrates a high level of comprehension of the text, accurately
identifying details, main ideas, and implied information.
----
- 9 - ✨ Good understanding. Demonstrates a solid comprehension of the text, identifying most details, main ideas,
and some implied information.
----
- 8 - 🌙 Adequate understanding. Demonstrates a satisfactory comprehension of the text, identifying key
details, main ideas, and some implied information.
----
️️- 7 - ️Developing understanding. Demonstrates a developing comprehension of the text, identifying
limited details and main ideas with some difficulty.
----
️️- 6 - ️Basic understanding. Demonstrates a basic comprehension of the text, identifying minimal details
and main ideas with major difficulty.
----
️- 5 - ☁️Limited understanding. Demonstrates limited comprehension of the text, identifying only a few
details and struggling to grasp main ideas.
----
️️- 4 - ️Inconsistent understanding. Demonstrates inconsistent comprehension of the text, struggling to
identify details and main ideas accurately.
----
️️- 3 - ️Weak understanding. Demonstrates weak comprehension of the text, frequently missing details
and struggling to understand main ideas.
----
️️- 2 - ️Very weak understanding. Demonstrates very limited comprehension of the text, often unable to
understand details or main ideas.
----
- 1 - 🌑 Minimal understanding. Demonstrates minimal comprehension of the text, unable to understand
most details or main ideas.
----
- 0 - 🌚 No understanding. Demonstrates no understanding of the text, unable to grasp any details or
main ideas.

8. REFERENCES:

9. SIGNATURES OF RESPONSIBILITY:

ELABORATED BY: REVISED BY: APPROVED BY:

TEACHER AREA COORDINATOR: ACADEMIC PRINCIPAL

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