Topic Don’t sell yourself short!

The student will be able to persuade a group of business people while applying for a
Learning result business partnership by talking about why it would be a good idea to make him/her an
associate in that firm.

Period Mid-term Final

A self-portrait or a diorama illustrating Video interview where several students

important personality traits, hobbies, introduce themselves and take turns to
skills, past memories, regrets, future
Deliverables answer questions from a panel of firm
plans, ambitions and any other events
members to compete for a partner position in
or items that could shape the student´s
personality. a firm.

The learner will be able to:

1. describe the personal significance of events and experiences in detail. 2.
take a series of follow-up questions with a degree of fluency and spontaneity which poses no strain for
either themselves or the audience.
CEFR Descriptor 3. depart spontaneously from a prepared text and follow up interesting points raised by members of the
audience, often showing remarkable fluency and ease of expression.
4. give a clear, systematically developed presentation, with highlighting of significant points, and relevant
supporting detail.
 Mid-term Student’s Checklist

Before I presented our poster my teammates and I… Yes No Why?

1 … worked together to investigate and create several important
questions and answers that could be used during an interview to select
a new business partner and we also created questions about imaginary
Skills

situations in the past, present and future to know what the candidates
would do in different situations.
2 … individually created a poster or a diorama illustrating personality
traits, likes, dislikes, hobbies and skills using drawings, pictures, figurines
Skills

and/or realia.

3 …included relevant vocabulary to describe skills, personality,

Knowledge

important events in your life.

4 …prepared a draft of our presentation in written form for our teacher

Knowledge

to make any corrections.

5 …collaborated effectively and equitably together.

Attitude
Sample:
 Final Project Evaluation
Indicator 0 1
1. Accuracy • Produces only basic
sentence forms.
• Makes frequent errors.
• Frequently produces verbs
in base form.
2. Range of Vocabulary • Produces only vocabulary
below the level, and lacks
the vocabulary needed for
the task.
• No use of synonym or
paraphrase.
• No use of the idiomatic
language of the level.
.
3. Task Completion • Utterances are rarely or
not at all linked with
connective features.
• Hesitates often or at
length when searching for
language.
• Unable to produce certain
utterances.
• The participation was
shorter than 30 seconds
or longer than 7 minutes.
4. Pronunciation • Mispronounces certain
sounds, which can make
speech difficult to
understand.
• Misplaced stress and
intonation can cause
difficulty for the listener or
make the message
unclear.
5. Cohesion • Utterances are rarely or
not at all linked with
connective features.
. cohesive devices.
• Produces simple sentence forms
accurately, but only rarely complex
structures appropriate to the level.
• Makes occasional errors.
• Verb formation as appropriate to the
level is sometimes inaccurate.
• Uses some lower-frequency
vocabulary appropriate to level.
• Little searching for vocabulary.
• Occasionally uses some synonyms
and paraphrase.
• The student manages to offer one
partial solution to problems in the
debate.
• The interventions are somewhat
related to the description of
problems and solutions in our planet
or our society.
• The participation was shorter than 1
minute or longer than 5.
• Can be understood, but may
mispronounce certain sounds
• L1 interference may cause
confusion for the listener.
• Does not always use stress,
intonation, and pitch where they
would clarify meaning.
• The interventions contain detailed
sentences, that can be understood
without difficulty. Sentences are
organized using some simple
2
• Frequently produces complex
sentences, as appropriate to level.
• Makes very few or no errors.
• Verb formation is accurate, with
evidence of complex forms.
• Uses a wide range of lower-
frequency vocabulary appropriate
to level with flexibility and
accuracy.
• No searching for vocabulary.
• Uses synonyms and paraphrase.
• Uses idiomatic language naturally,
as appropriate to level.
• Speaks fluently, with little or no
repetition or self-correction.
• No searching for language; any
hesitation is content-related.
• Speaks at length on the topic
• The participation was longer than
1.5 minutes and not longer than 5
minutes.
• Can be understood effortlessly,
with no L1 interference.
• Uses stress, intonation, and pitch
skillfully to clarify meaning.
• Makes natural use of cohesive
features, and uses them
appropriately.