SYLLABUS DE ESPACIO ACADÉMICO

Código: DO-N-F-004 Versión: 01 Emisión: 20- 03- 2019

IDENTIFICACIÓN

97125 Bogotá, 85056 Bucaramanga, 13004 Tunja,

INSTITUTE International Center for Foreign Language and Culture COURSE CODE:
55095 Medellín, 95347 Villavicencio

International Center for Foreign Language and Culture

SCHOOL/ ACADEMIC DEPARTMENT/ INSTITUTE: PROGRAM:

TYPE OF
Distancia PROFESSOR (S): Any teacher belonging to the International Center for Foreign Language and Culture can guide this course
INSTRUCTION:

E-MAIL: International Center for Foreign Language and Culture - Assigned teacher's email address FACE TO FACE HOURS. (Per week) 1
0
COURSE NAME: English 5 Agreement 46 - B1.1 INDEPENDENT HOURS. (Per week) 3

Bogotá, Bucaramanga, Tunja,

UNIFIED SYLLABUS: Yes X No Branches unified COOPERATED WORK HOURS. (Per week) - Applicable to remote and virtual programs.
Medellín y Villavicencio

COMPONENT: Compulsory X Flexible

OBJECTIVE/PURPOSE
(Set in a general way the objectives or purposes of the academic space)
General Objective:
The main purpose of the academic subject "English 5 (AC46)" is to offer the students essencial linguistic, pragmatic, socioligiustic and intercultural foundations that enable them to develop all the skills of the English language according to international referents such as the Common
with communicative purposes. Therefore, this B1.1 course describes an independent use of the language and a student with the ability to communicate in a simple but effective way in different contexts. This student is able to comprehend the principal aspects in a text and in standa
events related to areas of his/her and general interest.

DIDACTIC STRATEGIES
Set in a general way the strategies to be implemented: a) In the training process, taking into account the course nature and its purpose, b) For automous work hours.
(For research masters and doctorates, list the strategies that will be implemented for the development of research skills)
* Collaborative learning: The objective of this strategy is to carry out different forums in which the students participate and state their opinions about the tasks studied or assigned in class to collaboratively angage in the develpment of the topics. The result of each forum will be ev
etc, depending on the activity. In addition, various activities, workshops and exercises are carried out in classes in order to promote understanding, discussion and feedback. The activities will be carried out in accordance with the provisions of the general and curriculum committee.

• Project based learning: In this strategy the student must develop a series of tasks per module in accordance with the topics studied during each term in order to carry out a final project at the end of the semester. The completion of this task or activity proposed for the project is b
it will be conducted by the teacher in the assigned academic spaces. The purpose of this activity is that the students formulate whether individually or in a group, a simple project following three specific stages per module: 1) write about the impact of the professional development o
students' area of knowledge and academic field, finally 3) Record a video in which the information presented in module 1 and 2 might be avalilable for all the students. For this project, the student must carry out a research process and find out simple information, leading to a final p

• Autonomous learning: The purpose of this strategy is that the students develop a series of activities outside the classroom to strengthen learning in order to regulate, control and evaluate their way of learning. The development of this strategy is evidenced in the Language Club an
perform and active role in order to enhance their receptive and productive skills for further interaction or future class activities. This independent work can also be carried out through the implementation of Flipped Teaching exercises and its final result is the lesson completion which
this strategy will be uploaded to the social networking sites of the Language Institute in accordance with the guidelines and instructions given by the general and curriculum committee.

• Simulations: Using this strategy the teachers adapt the different topics taught in class so that the students experience in a simulated context a direct and real contact with the language, establishing connections between what was learnt with what they are intended to perform. Th
imaginary situations according to the teacher's instruction.

• Participatory activities: The objective is for the student to actively participate in each class session or any other activities outside the classroom, promoting production skills and meaningful learning. The development of this strategy is evidenced in the cultural activity, class session
activity in which the students participate: e.g. Club: video or written report, and International week: workshop according to the level, classes: ppt, inphographic, etc. The topic suggested for the cultural activity in English level 5 is: "Colombian and World Wide History". The process t
assesd by the teacher."

COMPETENCES, LEARNING OUTCOMES, TEACHING AND ASSESSMENT BY RUBRICS

DIMENSIONS OF HUMAN ACTION

COMMUNICATIVE CONCEPTUAL REFERENCES: GRAMMAR AND
COMPETENCES
SKILLS ACCORDING TO LEARNING OUTCOMES VOCABULARY DIDACTIC ACTIVITIES TIMES
THE CEFR
Understanding Acting Doing Communicating
ased on the prior knowledge of the reader.

Listening comprehension: The

student identifies main ideas of a
speech that deals with everyday
• Workshop development. • Audio
topics related to life-changing
• Development of listening practice • Listeni
events, going to the doctor, sports
x x exercises. on the p
and daily life challenges, including
* Autonomous and teacher guided practice * Listen
the identification of both: the
in the virtual campus and online platforms.
general message and the specific
details in short and simple stories.
R4
 listener to assess the speech to respond appropriately to the interlocutor's message. / Reading comprehension: It is the ability to understand the global message and the specific ideas of the written discourse based on the p
Reading comprehension: The
• Reading exercises in Moodle and taken
student comprehends simple texts
from other sources.
about concrete facts that deal with • Readin
x x • Reading about concrete facts of the
topics related to the students´ • Readin
students' interest.
interests, with an adecuate level of
understanding. R3

Oral production: The student • Performing role-playing games and • Short a

communicates with reasonable simulations. • Oral an
To use past time tentes to talk about memories
fluency in cultural issues such as x x x • Participation in the language club and tools
and experiences in topics such as generations,
life-changes, art reviews, facing other mobile learning strategies: recording 1st Module: Week 1-6 • Partici
art expressions and challenges as long as they
challenges etc. R2 of videos, audios or podcasts • Delive
are familiar enough for them.

en production: It is the ability to communicate through the production of a written message that contains a clear organization, structure and distribution in the development of ideas.
Written production: The
• Writing
student writes logical and • Masterful explanation.
• Gramm
coherente ideas in personal • Workshop development.
x x x platform
letters, notes, with simple • Grammar and vocabulary exercises.
• Writing
information emphazising what on
• Delive
the facts. R1

Interaction: The student

exchanges, checks and confirms
information in less common x x x
situations and explains the reason
for a problem. • Performing role-playing games and • Dialog
simulations. • Teleph
• Development of short dialogues. • Delive
Interculturality: The student
relates life changes and traditions x x x
from some countries.

Listening comprehension: The • Listening practice exercises.

• Audio
student identiffies basic • Development of listening practice
• Listeni
vocabulary and simple expressions x x exercises.
taken fr
related to education, luxury items * Autonomous and teacher guided practice
• Listeni
and complaints. R4 in the virtual campus and online platforms.

Reading comprehension: The Comparatives and superlatives.

Used to / didn´t use to • Reading exercises in the textbook and
student identifies the most
Passive: Present and past simple other sources.
significant vocabulary when • Readin
Present perfect with for and since • Reading e-mails, profiles and articles
dealing with emails, profiles and x x x • Readin
First Conditional about familiar topics such as education,
articles about familiar topics such • Readin
Verb Patterns: Infinitive / verb + -ing luxury items and complaints.
as education, luxury items and
Second conditional • Reading aloud.
making complaints. R3
Quantifiers: too/ not enough
Defining relative clauses
Articles
Oral production: The student Past perfect
• Short a
participates in debates on Reported Speech • Short dialogues.
• Oral an
everyday topics such as describing Life events with get • Performing dramatizations.
x x x tools.
feelings and emotions customs Health and fitness • Brief and simple presentations.
• Partici
To make hypotetical and real inferences with the and traditions and life changes. Collocations * Participation in the Language club
• Delive
use of conditionals about topics related to R2 Health problems and
Treatments Module 2: Week 7 - 11
education, moral dilemmas and the description of
intervention of the interlocutors in a conversation.

common customer problems. Art and music; Common

Verbs in the passive
Sports and activities
Written production: The Degree subjects;
student writes emails, profiles or Education collocations
Verbs followed by to + • Writing
simple descriptions, using a linear • Masterful explanation.
Multi-word verbs • Gramm
sequence of elements. Likewise, • Elaboration of grammar and vocabulary
x x Noun formation textbook
he/she links a series of short, exercises.
Compound nouns • Writing
concrete and simple elements to • Writing exercises
Adverbials: luck and • Delive
create a cohesive and linear
sequence. R1 Chance
Animals
Personality adjectives
 Listening comprehension: It is the ability to perceive what another person transmits in order to understand the message. This aspect allows the listener to asses

Oral production: It is the ability of the speaker to produce a clear message to communicate and properly interact with their interlocutor. / Written production:

Interaction: Knowledge and application of social intertaction models that come from communication. For example: Turn distribution, guidance and intervention of
Interaction: The student
communicates simple and practical
information realted to familiar
x x x
topis cand identifies the main idea.

• Performing role-playing games and • Dialog

simulations. • Teleph
• Development of short dialogues. • Delive

Interculturality: The student

talks about different events that x x x
changed our history.

Interculturality: It is the ability to recognize, distinguish and associate cultural defferences related to the target language.
Listening comprehension: The
• Workshop development. • Audio
student identifies simple but
• Development of listening practice • Listeni
relevant information on radio, tv
x x x exercises. on the p
programs and mass media about
* Autonomous and teacher guided practice * Listen
technology, dicoveries animal care
in the virtual campus and online platforms.
and nature. R4

Reading Comprehension: the

student identifies simple but • Reading exercises in Moodle and taken
relevant information in articles from other sources.
• Readin
about sicence, technology, x x • Reading about concrete facts of the
• Readin
discoveries and experiences with students' interest.
animals and possible solutions to
nature problems. R3

Oral production: The student

• Performing role-playing games and • Short a
applies appropriate structures at
simulations. • Oral an
the moment to describe important
x x x • Participation in the language club and tools
inventions, natural problems,
To apply specific structures to talk about other mobile learning strategies: recording • Partici
memorable situations and when
technology, discoveries, nature and to express of videos, audios or podcasts • Delive
agreeing and disagreeing . R2 Module 3: Week 12 - 16
agreement and disagreement about familiar
topics.

Written production: The • Writing

• Masterful explanation.
student uses a varied range of • Gramm
• Workshop development.
vocabulary to introduce changes in x x x platform
• Grammar and vocabulary exercises.
health, music, art, cinema, and • Writing
animals and nature. R1 • Delive

Interaction: The student

participates in discussions
x x x
expressing opinions and ideas
clearly.
• Performing role-playing games and • Dialog
Interculturality: The student simulations. • Teleph
differenciates expressions used • Development of short dialogues. • Delive
when talking about different points
x x x
of view related to useful
inventions and natural problems
around the world.

RUBRICS
(In the framework of learning assessment, generate at least one rubric agreed with the students)

Bibliographic resources and web pages

Printed material
CRAI -USTA
Alonso, A. (2018) English everywhere. Madrid, España: Vaughan.
Araujo, E.(2018). Inglés grámatica fácil. Madrid, España: Vaughan.
Brown, R.(2018). Really, really really useful English words. Madrid, España: Vaughan.
Crosby, D.(2018). English on the road. Madrid, España: Vaughan.
Noone, E.(2018). 400 verbos básicos del inglés. Madrid, España: Vaughan.
Knowles, S.(2011). Inglés A1. Málaga, España: PUBLICACIONES VÉRTICES S.L.
Sanabria, V.(2018). Inglés para viajar. Madrid, España: Vaughan.
Sanabria, V.(2018). Pasaporte al inglés. Madrid, España: Vaughan.
Slevin, M.(2018). Listen up. Madrid, España: Vaughan.
Vaughan, R.(2014). Vocabulary Booklet. Madrid, España: Vaughan.
Vaughan, R. (2018). Student's Manual. Madrid, España: Vaughan.
Online resources
Doff, A, Thaine, C., (2015). Cambridge English Empower. Cambridge, El Reino Unido: Cambridge University Press.
Plataforma Cambridge Empower:
https://www.cambridgelms.org/main/p/splash
Plataforma Institucional LMS Moodle:
https://campusvirtual20201.usantotomas.edu.co/pregrado_20201/
https://dictionary.cambridge.org/es/
https://www.wordreference.com/
https://www.oxfordlearnersdictionaries.com/definition/english/car?q=car
Listening comprehension
https://www.englishclub.com/webguide/Listening/

https://www.usingenglish.com/links/Listening/index.html

https://www.bbc.co.uk/sounds
http://www.elllo.org/
https://www.eslvideo.com/

https://breakingnewsenglish.com/

https://es.lyricstraining.co
Reading comprehension
https://agendaweb.org/reading-exercises.html

https://www.usingenglish.com/comprehension/
https://www.esl-lounge.com/student/reading.php

https://learnenglishteens.britishcouncil.org/skills/reading
Language use:
https://speakspeak.com/english-grammar-exercises
https://www.englisch-hilfen.de/en/exercises.htm
https://www.english-grammar.at/
https://learnenglishteens.britishcouncil.org/vocabulary/beginner-vocabulary
https://learnenglish.britishcouncil.org/grammar
https://www.myenglishpages.com/site_php_files/exercises.php
Written production

https://speakspeak.com/english-grammar-exercises

https://www.english-grammar.at/

REFERENCES

* Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division. (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press.
* De Europa, C. (2002). Marco común europeo de referencia para las lenguas. Strasburgo: Consejo de Europa, Ministerio de Educación, Cultura y Deporte/Instituto Cervantes. Recuperado de : https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf
* Doff, A, Thaine, C., (2015). Cambridge English Empower. Cambridge, El Reino Unido: Cambridge University Press.
* Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
* Universidad Santo Tomás (2018). Sistema Insitucional de Evaluación de los aprendizajes SEA.
 Página 1 de 1

COURSE NATURE: Teorico-práctico

Foreign Language: English

NUMBER OF CREDITS: 2

rams. 0

s the Common European Framework of Reference, in order to strengthen the process of language acquisition
t and in standard language. Likewise, he/she is able to produce simple but coherent texts and to describe

rum will be evidenced in written participations, a presentation using Power Point, a video, posters, brochures,
um committee.

the project is based on the guidelines and instructions provided by the general and curriculum committee and
development of every student in the environment, 2) write about a possible area of intervention from the
ding to a final product which may be a poster, a Power Point presentation, a blog, a video, a brochure, etc.

nguage Club and tutorial sessions in which the students must carry out an autonomous registration and
mpletion which may include extra exercises, workshops, video recordings, blogs, etc. The final product along

to perform. This strategy pretends to motivate students' interaction through role-plays, games, sketches and

y, class sessions, language club, tutorials and International week. The result will be evident depending on the
The process to carry out with this activity will be established by the general and curriculum committeeand

DELIVERABLES, PRODUCTS DIDACTIC RESOURCES

OR EVIDENCES (Bibliographic, audiovisual, physical)

• Audio Workshops
• Listening comprehension practice exercises in Moodle and
on the platform.
* Listening class exercises.
• Reading comprehension workshops.
• Reading projects reports

• Short audio / video recordings individually

• Oral answers to debates on social networks or Web 2.0
tools
• Participation in language club: delivery of short responses
• Delivery of oral projects / tasks in pairs or small groups

• Writing Workshops
• Grammar and vocabulary exercises in Moodle and on the
platform.
• Writing pieces in forums in Moodle or social networks.
• Delivery of written projects / tasks

• Dialogue role-plays
• Telephone conversations
• Delivery of cultural research and projects

• Audio Workshops
• Listening comprehension practice: exercises in Moodle and
taken from other sources.
• Listening class exercises. Collaborative whiteboards

• Reading comprehension workshops.

• Reading exercises in Moodle. Learning management tools:
• Reading projects.
Moodle LMS
Web 2.0 tools and apps

• Short audio / video recordings individually

• Oral answers to debates on social networks or Web 2.0
tools.
• Participation in language club: delivery of short responses. Online
• Delivery of oral projects / tasks individually or in pairs. Dictionary

Online
workbook

Audiovisual materials:
• Writing Workshops
• Grammar and vocabulary exercises in Moodle and on the Music
textbook platform.
• Writing compositions about topics of interest.
• Delivery of written projects / tasks Videos

IT materials:

Multimedia

Power point
presentations
 Multimedia

Power point
presentations
• Dialogue role-plays
• Telephone conversations
• Delivery of cultural research and projects

• Audio Workshops
• Listening comprehension practice exercises in Moodle and
on the platform.
* Listening class exercises.

• Reading comprehension workshops.

• Reading projects reports

• Short audio / video recordings individually

• Oral answers to debates on social networks or Web 2.0
tools
• Participation in language club: delivery of short responses
• Delivery of oral projects / tasks in pairs or small groups

• Writing Workshops
• Grammar and vocabulary exercises in Moodle and on the
platform.
• Writing pieces in forums in Moodle or social networks.
• Delivery of written projects / tasks

• Dialogue role-plays
• Telephone conversations
• Delivery of cultural research and projects
 https://www.esl-lab.com/

g.php

https://learnenglishteens.britishcouncil.org/skills/writing

https://www.englisch-hilfen.de/en/exercises.htm
 INSTITUTO DE LENGUAS FRAY BERNARDO DE LUGO O.P.
NOMBRE DEL DOCENTE: __________________________________________________________________
NIVEL: ____________
GRUPO: ___________
HORARIO: ________________
WRITING BAND
Student’s name:
Category Descriptor Max Score Student's score
The content fully addresses all parts of the task 2
Task The content addresses the task only partially. 1,5
Completion The content is insufficiently adressed to the task 1
The content is completely unrelated to the task. 0
Uses learnt structures correctly (i.e. subject-verb agreement, auxiliaries, word order, mixing tenses,
verb forms -+ing / +ed, adjectives vs adverbs, relative pronouns and clauses, etc), depending on the
grammar studied in the level.
3
Handles correctly the vocabulary related to the contents reviewed in class (i.e. time expressions,
connectors, time, family, physical appearance, food, etc.); avoiding the use of inexistence words or
native-like words (barc vs ship) or verbs (swimmed vs swam).

Uses some learnt structures correctly (i.e. subject-verb agreement, auxiliaries, word order, mixing
tenses, verb forms -+ing / +ed, adjectives vs adverbs, relative pronouns and clauses, etc),
depending on the grammar studied in the level. 2
Handles a good amount of vocabulary related to the contents reviewed in class (i.e. time
expressions, connectors, time, family, physical appearance, food, etc.); avoiding the use of
inexistence words or native-like words (barc vs ship) or verbs (swimmed vs swam).
Language Use
Shows some difficulty to use reviewed structures (i.e. subject-verb agreement, auxiliaries, word
order, mixing tenses, verb forms -+ing / +ed, adjectives vs adverbs, relative pronouns and clauses,
etc), depending on the grammar studied in the level.
1
 Language Use

1
Handles a low range of vocabulary related to the contents reviewed in class (i.e. time expressions,
connectors, time, family, physical appearance, food, etc.); sometimes uses inexistent words or
native-like words (barc vs ship) or verbs (swimmed vs swam).

Shows difficulty to use reviewed structures (i.e. subject-verb agreement, auxiliaries, word order,
mixing tenses, verb forms -+ing / +ed, adjectives vs adverbs, relative pronouns and clauses, etc),
depending on the grammar studied in the level.
0
Handles a very poor range of vocabulary related to the contents reviewed in class (i.e. time
expressions, connectors, time, family, physical appearance, food, etc.); using inexistence words or
native-like words (barc vs ship) or verbs (swimmed vs swam).
Logically organizes information and ideas, there is a clear progression throughout. Presents a clear 3
central topic within each paragraph. Uses cohesive devices appropriately.
There are some errors in the organization of information that don´t impede the communication.
Presents the central topic within the paragraph with a certain level of difficulty. May use a limited 2
number of cohesive devices.
Coherence and cohesion
Hardly presents the central topic within the paragraph. Hardly organizes ideas logically. May use a 1
very limited number of cohesive devices.
The central topic is not recognizable. There is no logical organization of ideas at all. Fails to 0
communicate any message.
Produces rare errors in spelling and/or word formation. Makes only very occasional punctuation 2
and capitalization mistakes.

Mechanics: Makes some errors in spelling and/or word formation, but they don’t impede communication. 1,5
Punctuation, Makes some punctuation and capitalization errors, but they rarely reduce communication.
spelling,capitaliz Repeated errors in spelling and/or word formation affect message and communication. Repeated
ation. 1
errors in punctuartion and capitalization affect both message and communication.

Constant errors in spelling and word formation impede communicaton. Constant errors in 0,5
punctuation and capitalization impede communicaton.
Total Score

Production: Very good 8 a 10

Production: Good 6a7
Production: Needs to work 3a5
Production: Area of concern 0-2

Comments
 INSTITUTO DE LENGUAS FRAY BERNARDO DE LUGO O.P.
NOMBRE DEL DOCENTE: __________________________________________________________________
NIVEL: ____________
GRUPO: ___________
HORARIO: ________________
SPEAKING BAND
Student’s name:
Category Descriptor Max Score Student's score
The student manages the subject with a significant level of detail, he/she also fully follows the 2
instructions and time given by the teacher.

The student is aware of the subject and attempts to provide some relevant ideas about it, she/he 1,5
Task follows most of the instructions provided by the teacher.
completion The student manages the subject with effort, she/he partially follows the instructions provided by 1
the teacher.
The student seems to have little or no understanding of the subject and hardly follows the
instructions provided by the teacher. 0
Uses learnt structures correctly (i.e. subject-verb agreement, auxiliaries, word order, mixing tenses,
verb forms -+ing / +ed, adjectives vs adverbs, relative pronouns and clauses, etc), depending on the
grammar studied in the level.
3
Handles correctly the vocabulary related to the contents reviewed in class (i.e. time expressions,
connectors, time, family, physical appearance, food, etc.); avoiding the use of inexistence words or
native-like words (barc vs ship) or verbs (swimmed vs swam).
Uses some learnt structures correctly (i.e. subject-verb agreement, auxiliaries, word order,
mixing tenses, verb forms -+ing / +ed, adjectives vs adverbs, relative pronouns and clauses,
etc), depending on the grammar studied in the level.
2
Handles a good amount of vocabulary related to the contents reviewed in class (i.e. time
expressions, connectors, time, family, physical appearance, food, etc.); avoiding the use of
Language use: inexistence words or native-like words (barc vs ship) or verbs (swimmed vs swam).
accuracy and
appropriateness
 Language use:
accuracy and
appropriateness Shows some difficulty to use reviewed structures (i.e. subject-verb agreement, auxiliaries,
word order, mixing tenses, verb forms -+ing / +ed, adjectives vs adverbs, relative pronouns
and clauses, etc), depending on the grammar studied in the level.
1
Handles a low range of vocabulary related to the contents reviewed in class (i.e. time
expressions, connectors, time, family, physical appearance, food, etc.); sometimes uses
inexistent words or native-like words (barc vs ship) or verbs (swimmed vs swam).
Shows difficulty to use reviewed structures (i.e. subject-verb agreement, auxiliaries, word order,
mixing tenses, verb forms -+ing / +ed, adjectives vs adverbs, relative pronouns and clauses, etc),
depending on the grammar studied in the level.
0
Handles a very poor range of vocabulary related to the contents reviewed in class (i.e. time
expressions, connectors, time, family, physical appearance, food, etc.); using inexistence words or
native-like words (barc vs ship) or verbs (swimmed vs swam).
The student speaks confidently, expresses his/her ideas clearly showing a logical progression among
them. His/ her speech is very fluent and pronounces clearly despite a noticeable foreign accent in 3
the lower levels. (1-3).
The student sometimes hesitates, but generally makes his/herself understood in contributions
(based on the level pauses, false starts, reformulations). Pronounciation is clearly enough to be
2
Fluency and understood despite a noticeable foreign accent in the lower levels (1-3), although words sometimes
pronunciation have incorrect inflections.
The student has hesitations and shows difficulty selecting words, his/her pronunciation is 1
sometimes hard to understand.
Pronunciation is very hard or impossible to understand, his/her speech is slow with very long
pauses. 0
The student interacts with reasonable ease in structured situations and conversations, provided the
other person helps if necessary, he/she can also give or seek personal opinions and ask questions 2
easily.
The student is willing to initiate speech and keeps the interaction going with very little support, 1,5
he/she also asks questions and frequently responds appropriately.
Interactive
communication The student interacts in a simple way and expresses his/her ideas with errors that affect
communication, he/she sometimes asks and responds appropriately to questions or statements, 1
but communication is totally dependent on repetition and rephrasing.

The student is reluctant to initiate speech and struggles to ask questions. He/she can follow speech 0
that is very slow and requires prompting and support, his/her speech is halting.
Total Score

Production: Very good 8 a 10

Production: Good 6a7
 Production: Needs to work 3a5
Production: Area of concern 0-2

Comments
 INSTITUTO DE LENGUAS FRAY BERNARDO DE LUGO O.P.
NOMBRE DEL DOCENTE: __________________________________________________________________
NIVEL: ____________
GRUPO: ___________
HORARIO: ________________
READING BAND
Student’s name:

Category Descriptor Max Score Student's score

Clearly understands straightforward instructions, regulations and directions. 2
Partially understands straightforward instructions, regulations and directions. 1,5
Task completion
Straightforward instructions, regulations and directions are insufficiently followed. 1
The instructions for the task are not followed or unrelated. 0
Clearly identifies relevant information and recognizes the general idea of a text. Clearly locates 3
information from different parts of a text & recognizes specific information in it.
Identifies some information and partially recognizes the general idea of a text. Locates some 2
Identification of supporting details and partially recognizes specific information in a text.
ideas and
details Insufficiently identifies the general idea of a text & relevant information from it. Hardly locates 1
supporting details and specific information in a text.

Fails to identify relevant information and the general idea of a text. Fails to locate and identify 0
supporting details and specific information in a text.
Answers questions using implicit or explicit information from the text. Makes logical connections of
what happens in the text & understands its setting (where, when, who, etc.) 3

Answers some of the questions by using implicit or explicit information from the text. Makes fair 2
Making connections of what happens in the text & partially understands its setting (where, when, who, etc.)
Connections
and Sequencing
 Making
Connections
and Sequencing Finds difficult to answer questions by using implicit or explicit information from the text. Makes
weak connections of what happens in the text & barely understands its setting (where, when, who, 1
etc.)
Answers questions insufficiently and can not obtain implicit or explicit information from the text.
Makes poor connections of what happens in the text & fails to understand its setting (where, when, 0
who, etc.)
Establishes what happens in a text and promptly responds why it happens. 2
Partially establishes what happens in a text and with difficulty responds why it happens. 1,5
Cause and effect
Barely establishes what happens in a text and inadequately responds why it happens. 1
Establishes indecuate connections of what happens in a text and can not respond why it happens. 0
Total Score

Production: Very good 8 a 10

Production: Good 6a7
Production: Needs to work 3a5
Production: Area of concern 0a2

Comments
 INSTITUTO DE LENGUAS FRAY BERNARDO DE LUGO O.P.
NOMBRE DEL DOCENTE: __________________________________________________________________
NIVEL: ____________
GRUPO: ___________
HORARIO: ________________
LISTENING BAND
Student’s name:
Category Descriptor Max Score Student's score
Clearly understands straightforward instructions, regulations and directions. 2
Partially understands straightforward instructions, regulations and directions. 1,5
Task completion
Straightforward instructions, regulations and directions are insufficiently followed. 1
The instructions for the task are not followed or unrelated. 0

Clearly identifies relevant information and recognizes general meaning. Clearly locates information 3
from different parts of a recording & recognizes specific information in it.

Identification of Identifies some information and partially recognizes general meaning. Locates some supporting 2
general and details and partially recognizes specific information from a recording.
specific
information Insufficiently identifies general meaning & relevant information from it. Hardly locates supporting 1
details and specific information from a recording.

Fails to identify relevant information and the general meaning. Fails to locate and identify 0
supporting details and specific information from a recording.
Answers questions using implicit or explicit information from a recording. Makes logical
connections of what happens in the beginning, middle and end of a recording & understands its
setting (where, when, who, etc.) 2
Answers some of the questions by using implicit or explicit information from a recording. Makes fair
connections of what happens in the beginning, middle and end of a recording & partially
understands its setting (where, when, who, etc.) 1,5
Making
Connections
and Sequencing
Making
Connections
and Sequencing Finds difficult to answer questions by using implicit or explicit information from a recording. Makes
weak connections of what happens in the beginning, middle and end of a recording & barely
understands its setting (where, when, who, etc.) 1
Answers questions insufficiently and can not obtain implicit or explicit information from a
recording. Makes poor connections of what happens in the beginning, middle and end of a
recording & fails to understand its setting (where, when, who, etc.) 0
Establishes what happens in an audio and promptly responds why it happens. 3
Partially establishes what happens in an audio and responds why it happens. 2
Cause and effect
Hardly ever establishes what happens in an audio and promptly responds why it happens. 1
Establishes indecuate connections of what happens in an audio and promptly responds why it happe 0
Total Score

Production: Very good 8 a 10

Production: Good 6a7
Production: Needs to work 3a5
Production: Area of concern 0a2

Comments