Temporalización de la asignatura Primer trimestre: del 10 ...€¦ · Primer trimestre: del 10 de...

PROGRAMA DE TRABAJO DE INGLÉS – PMAR 2

CURSO 2019-2020

Temporalización de la asignatura

Primer trimestre: del 10 de septiembre al 16 de diciembre Unit 1: Over the World and Far Away

Learning Outcomes Vocabulary & Dialogue Blocks

Grammar Listening & Speaking Reading &

Writing Visible Thinking Socio-Cultural

• Describe places

• Tell stories and past experiences

• Express opinions

• Express emotions

• Fill in a formal questionnaire

• Write a memoir

Vocabulary:

• Travel and services

• Contrasting opinions

• Colloquial language Dialogues:

• Making the main points clear

• Comparing and contrasting different opinions

• Expressing emotional reactions

• Connecting words expressing cause and effect, contrast

• Past simple and past continuous

• Used to

• Past perfect

• Phrasal verbs

One conversation and one

audio:

• Unusual experiences in foreign countries

• Conversation about books

Speaking:

• Pair and group interaction

• Role plays

• Debate about virtual countries

• Survey about childhood

Two Reading

text:

• Website

• Reading for teenagers

Everyday

writing:

• Simple questionnaire

Creative writing:

• Writing tips

• Analytical Thinking: Deep understanding of ideas

• Creative Thinking: Generation of new ideas

• A look at the World

• Step into the past

• Crosscurricula

Unit2: I Am an Exchange Student!


Grammar Listening & Speaking Reading & Writing Visible Thinking Socio-Cultural

• Talk about present and past exchange

Vocabulary:

• Education

• Present perfect simple:

One conversation and two

audios:

Two Readings:

• Follow security and community rules

• Analytical Thinking: Deep


students´ experiences

• Greet people and respond to greeting in person and on the phone

• Talk about extracurricular activities

• Give personal details describing education, qualifications and skills

• Understand and complete forms

• Write a short report

• Vocabulary related to school: Exchange programs, scholarships, nationalities, languages

Dialogues:

• Expressing agreement

• Greeting people on the phone

• Expressing actions in the past

Affirmative, negative

• Present perfect continuous: Affirmative and questions

• Clauses (subordinated): Reason

• Modality (could): Permission, possibility, and suggestions

• Conjunctions: Either… or, both… and

• Conversation about Exchange programs

• Informal phone conversation about the American educational system

• Phone inquiry about the evaluation system and scholarships

Speaking: Pair and group

interaction

• Role plays

• Debate

• Presentation

• Contemporary fictional short text

Everyday writing:

• Digital curriculum vitae

Creative writing:

• Short report Writing Skill:

• Content: Formal register

understanding of ideas

• Critical Thinking: Evaluation of ideas

• Maters of the book World

• Crosscurricula

Unit 3: Do We Match?



• Understand and convey descriptions of people´s characteristics

• Introduce oneself and other people

• Talk about an ongoing event in detail

• Express regret about past actions

• Write an informal personal e-mail

• Write a blog

Vocabulary:

• Appearance

• Personality Dialogues:

• Describing what someone is like

• Asking for clarification

• Expressing actions in progress

• Present simple and continuous: Events in progress, affirmative, negative, questions

• Verbs: State and action

• Prepositions: Complex

• Nouns (word formation): Compound, nouns and adjectives

• Past simple: Wish (regret)


audios:

• Talk show, “How to Escape the Friendzone”

• Recommending a friend for a part time job

• Apologizing to a friend Speaking:


• Role plays

• Debate

• Presentation

Two Readings:

• Ads and information

• Argumentative essay

Everyday writing:

• E-mail Creative writing:

• Memoir blog Writing Skill:





• Crosscurricula

• Layout: Types and purpose

Segundo trimestre: del 17 de diciembre al 16 de marzo Unit 4: Breaking News!

Learning Outcomes

Vocabulary & Dialogue Blocks



• Understand texts related to recent or ongoing events

• Report what people say

• Talk in detail about news reports

• Make emphasis while describing an event

• Write a formal letter

• Write a short current event newspaper article

Vocabulary:

• Live entertainment

• Types of programs and breaking news

Dialogues:

• Paraphrase

• Describe an event

• Check meaning

• Reported speech: Direct speech, reporting clause initial and end positions, requests and commands

• Adjectives: “The best” with noun and “to”- infinitive or present perfect, with determiners, degree “really really”

• Noun phrases: Possessive without noun, noun + of + possessive pronoun, friend + of+ possessive determiner + noun, complex noun phrases with possessive “s”

• Word formation: Compounds, verbs and adverbs, complex noun phrases with adverbs + adjectives

• Past (continuous and perfect continuous): Reason, affirmative, background events, continuing events in the past

One conversation and

two audios:

• News report on the existence of life on other planets

• Conversation about a possible rock group reunion

• New report on iCars Speaking:


• Role plays

• Debate

• Presentation

Two Readings:

• Monograph entry

• Reading for teenagers

Everyday writing:

• Formal letter Creative writing:

• Short newspaper article

Writing Skill:

• Punctuation: hyphen/dash




• Masters of the book world

• Crosscurricula

Unit 5: Environmentally Friendly




• Express possible solutions to environmental problems

• Talk about actions that are taken to avoid pollution

• Identify and describe environmentally friendly means of transportation

• Express causes and consequences of environmental problems

• Write a formal letter

• Write a poem

Vocabulary:

• The natural world

• House and home, cities, means of transportation

Dialogues:

• Making someone do something

• Expressing result

• Persuading someone to get something done

• Passive voice: With “by” in a relative clause, with verbs taking two objects, giving focus with “by”, present continuous with future reference

• Causative: Get and have

• Verbs (phrasal prepositional): Verb + (particle) + preposition + object

• Questions: Alternatives, wh, yes/no

• Modality: Can with adverbs, for general truths and tendencies and surprise; be able to, “be” expressions

One conversation and one

audio:

• Asking for and giving instructions at a bike rental abroad

• Advertisement on electric motorcycles

• Presentation about the world without bees

Speaking:


• Role plays and Debate

• Survey

• Presentation

Two Readings:

• Formal letter

• Journalistic text

Everyday

writing:

• Formal letter

Creative

writing:

• Poem Writing skill:

• Structure of content: Logical sequence





• Crosscurricula

Unit 6: The Future of Food




• Express hypotheses in the future

• Make and discuss plans and arrangements

• Research about the future of food

Vocabulary:

• Food and drink (organic and non-organic)

• Measures, containers

Dialogues:

• Future: Fixed and immediate plans

• Quantity: Determiners for countable and uncountable, with “of” + object pronoun

• Modality: Might past affirmative; may in negative

• Future perfect simple and continuous: Assumptions,


audios:

• Formal phone interview on family eating habits

• News report on intelligent food labels

• Informal conversation about vegetarian children

Two Readings:

• Instructions

• Expository essay

Everyday

writing:

• Blog

• Analytical Thinking: Depp understanding of ideas



• Masters of the book World

• Crosscurricula

• Share points of view about future predictions

• Write a blog

• Write a short informative speech

• Making predictions

• Expressing an opinion

• Asking for quantities and responding

with adverbs, politeness, and questions

• Adverbs: Degree with verbs, manner, linking

Speaking:



• Presentation

Creative writing:

• Speech Writing Skill:

• Content: Adaptation to audience and purpose

Tercer trimestre: del 17 de marzo al 30 de mayo Unit 7: Go, Team, Go!




• Understand and talk about sports with ease and confidence

• Compare the characteristics of different sport venues

• Talk about specific sports equipment

• Talk about rules in sports and games

• Write an informal message on a website

• Write detailed instructions

Vocabulary:

• Sport venues

• Sports, equipment, games

Dialogues:

• Making comparisons

• Expressing obligation and prohibition

• Asking about possession

• Relative clauses: Non-defining and defining

• Pronouns: Possessive, reflexive, subject/object

• Clauses: Comparatives and subordinate

• Past perfect simple

• Modality: Have to, must, ought


audios:

• Informal conversation about preparation for different kinds of races

• Instructions before the Tae Kwon Do fight

• Inquiries about school sports workshops and equipment

Speaking:



• Presentation

Two Readings:

• Website

• Journalistic text Everyday writing:

• Informal message

Creative writing:

• Instructions Writing Skill:

• Content: Fact-opinion





• Crosscurricula

Unit 8: Artist at Work



• Talk about your present hobbies and leisure activities

• Understand and talk about art and artists

• Ask for and give information about routines and habits

• Talk about activities you might take up in the near future

• Write an invitation in an informal email

• Write a short expository essay

Vocabulary:

• Persona hobbies

• Music, visual arts, and crafts

Dialogues:

• Initiating a conversation

• Reporting information

• Requesting facts about daily activities

• Reported speech: Be going to, might, would

• Prepositions: Adverb + preposition

• Modality: Adjectives

• Present simple: Opinions, reporting verbs

• Future (present continuous for future): Future arrangements, questions about the future, as soon as

One conversation and

two audios:

• Conversation about summer vacations

• Talking about unusual hobbies

• Informal conversation on favorite musicians

Speaking:



• Presentation

Two Readings:

• Magazine ads

• Expository essay Everyday writing:

• Informal e-mail Creative writing:

• Short expository essay

Writing Skill:

• Structure of content: Non-fiction text: essays




• Masters of the book world

• Crosscurricula

Evaluación

La evaluación del inglés, en concreto, debe evitar modelos memorísticos y tener en cuenta la funcionalidad de los nuevos aprendizajes, centrándose

en la evolución de la competencia en comunicación lingüística según los criterios de evaluación por ciclos establecidos en la ley, referentes a

las destrezas orales y escritas, el conocimiento de la lengua y los aspectos socio-culturales. Por lo que la evaluación será continua.

Esta evaluación continua se realiza de la siguiente manera:

Criterios de evaluación Valoración

Examen trimestral 35%

Test unidades 15%

Portfolio de lectura 15%

Portfolio de trabajos 15%

Daily Routine: individual o pareja 10%

Auxiliar de Conversación 10%

El proyecto trimestral de la asignatura podrá sumar hasta 0,5 puntos más en la calificación final del trimestre.

Para poder sumar a la nota final del trimestre todos los ítems, el alumno deberá obtener una nota media de 4 entre los exámenes, Reading portfolio

y Writing Portfolio. Si el alumno no alcanza una nota media de 4, no se sumarán las notas del Daily Routine y la nota del Auxiliar de Conversación. De esta manera se pretende que el alumno vaya superando los objetivos de manera progresiva.

La evaluación se aprueba con un 5. Las calificaciones finales de cada evaluación se expresarán en términos numéricos, sin decimales. Los redondeos

se harán al alza si el decimal es mayor de seis; a la baja si es menor. Ejemplo: 6,6: 6; 6,7: 7.

La calificación final del tercer trimestre será la calificación final del curso, por ejemplo: si el alumno obtiene un 2 en el primer trimestre, un 5 en el

segundo y un 8 en el tercero, la calificación final será de 8. Puede suceder también al contrario, es decir, si la calificación del primer trimestre es más alta que la del último, el alumno obtendrá la calificación final teniendo en cuenta la calificación del último trimestre, en este caso, la más baja.

- 8 -

Cada vez que el alumno no entregue una tarea se le restará 0,25 de la nota final del trimestre. No se admitirán tareas entregadas con retraso. Si la

tarea formaba parte de alguno de los portfolios, se corregirá pero no se le asignará calificación numérica, obteniendo un “no presentado” en ese

apartado.

La expresión escrita se calificará mediante rúbricas que previamente se habrá enviado a los alumnos para hacerlos conscientes de lo que se les

evalúa.

Así mismo, serán considerados errores sancionables, contabilizados como faltas, los trabajos y exámenes que no cumplan los requisitos de expresión y de presentación estipulados por el Departamento de Lengua:

• Los exámenes y trabajos se presentarán escritos en folios y deben mantener los márgenes adecuados.

• Se entregarán escritos con tinta azul o negra, nunca a lápiz.

• La caligrafía de los escritos será legible.

• Los textos deberán respetar los principios de orden, coherencia, cohesión y adecuación al contexto.

• Se recomienda utilizar enunciados cortos, evitar las repeticiones y las palabras comodín, aplicar correctamente los tecnicismos de la materia

y presentar el escrito con una ortografía correcta, cuidando también la división silábica al cortar una palabra y prestando atención a las

mayúsculas y los signos de puntuación.

• Se evitarán borrones y, si es imprescindible, se tachará con una línea encima, nunca con paréntesis, ni con Tippex.

• Se calificará con un 0 las respuestas de alumnos que no respondan al enunciado.

Los parámetros que intervienen en el incremento de la dificultad de un idioma y que se deben tener en cuenta en una clase son:

• Temas: Información personal (datos, características, preferencias, necesidades, sentimientos, descripciones físicas y de carácter), elementos de su entorno familiar y escolar, intereses individuales, temas de divulgación general, temas académicos y científicos.

• Registro neutro, lenguaje sencillo y pronunciación estándar; registro formal e informal, lenguaje específico y variedades de pronunciación y entonación.

• Apoyo no imprescindible de elementos no verbales: imágenes, gestos…

- 9 -

• Incremento de la complejidad en las estructuras gramaticales.

Para que las actividades destinadas a la evaluación reflejen el nivel de destreza del alumno deben ser significativas y contextualizadas de forma que la experiencia comunicativa sea lo más real posible, igual que en el caso de las actividades de aprendizaje.

Si los objetivos y los contenidos han considerado las inteligencias múltiples en el aula y se han diseñado actividades de aprendizaje que las

incorporan, la evaluación debe respetar este mismo principio a través de actividades de evaluación variadas y con distintas estrategias.

Instrumentos de evaluación:

• El seguimiento diario de los alumnos se realizará mediante la observación directa durante los momentos de trabajo en el aula y la

realización de las diferentes actividades del libro de texto. Así mismo, se observará la participación activa de los alumnos en las distintas

actividades propuestas por el profesor.

• Rúbricas diseñadas por el Departamento de Inglés considerando los aspectos que posteriormente serán evaluados y calificados. Se busca

una referencia común para orientar y facilitar la evaluación objetiva de todo el alumnado y la adquisición de las competencias. Los

calificadores establecidos en las rúbricas describen el desempeño que se espera del alumnado.

• Los alumnos completarán dos portfolios; el primero recogerá todas las actividades realizadas de las lecturas: “Reading Portfolio”; y en el

segundo recopilarán todos los trabajos pedidos por el profesor: “Writing Portfolio”.

• Listas de cotejo (checklists) que permitirán llevar un seguimiento de los contenidos comprendidos por los alumnos en el Reading Portfolio

y la autoevaluación en el Writing Portfolio.

• Daily routine: breve exposición oral que los alumnos realizarán al inicio de la clase. Para ella elegirán un tema de interés personal y harán

una presentación apoyándose de recursos que ellos consideren necesario.

• La evaluación final se hará a través de los exámenes, que evaluarán la consecución de los objetivos al principio de la unidad.

Recuperaciones

- 10 -

El curso escolar consta de tres evaluaciones. Al ser evaluación continua, se recuperarían las evaluaciones suspensas al aprobar la siguiente

evaluación. En el caso de suspender la tercera evaluación, el alumno tendrá la oportunidad de realizar otro examen en junio. Por otro lado, se

podrán recuperar los cursos pendientes de años anteriores al aprobar una evaluación del curso presente y entregar el trabajo de recuperación. Es

decir, si el alumno aprueba la primera, segunda o tercera evaluación del presente curso y tiene pendiente la asignatura en el curso anterior,

recuperará dicho curso, siempre que haya realizado el trabajo establecido por el profesor para la preparación de dicha recuperación.

Si el alumno no supera los mínimos citados, tiene la opción de examinarse en sesión extraordinaria en el mes de junio.

ANEXO

SPEAKING RUBRIC

WRITING RUBRIC

Excellent (4) Good (3) Fair (2) Needs to Improve (1)


Content Appropriate and relevant visual support. Content fully covered.

Generally good visual support, content covered in a 75%.

Visual support sometimes irrelevant, content only partially covered.

Irrelevant or non-existent visual support, little or no content covered.

Organization Coherent and logical, with good explanation.

Logical order most of the time, with some explanations.

Some basic order but with few explanations.

Generally disorganized and with no explanations.

Vocabulary

Varied and precise vocabulary; excellent pronunciation and perfect intonation.

Varied vocabulary; correct pronunciation with the exception a few. Mostly easy to understand. Correct intonation.

Known simple vocabulary with some new words. The student has struggled pronouncing words effectively. Quite understandable. Adequate intonation.

Very poor vocabulary with no new words; wrong pronunciation affecting meaning. Inadequate intonation.

Grammar

Correct sentences with no errors when using pronouns, adjectives, adverbs, verb tenses, etc.

Correct sentences with few errors when using pronouns, adjectives, adverbs, verb tenses, etc.

Some errors in grammar when using pronouns, adjectives, adverbs, verb tenses, etc., but can be understood most of the time

Numerous errors when using pronouns, adjectives, adverbs, verb tenses; cannot be understood.

Performance

Loud and clear voice; appropriate body language; keeps audience’s interest, clear message; topic well explained

Clear voice and some body language; tries to keep interest. Clear message most of the time; topic can be generally understood.

Voice unclear or sometimes low; some body language; some difficulty keeping audience’s interest. Unclear message sometimes, but basic ideas may be understood.

Problems to hear presentation; no body language; difficulty keeping audience’s interest. Unclear message; no understanding possible.

Colegio María Auxiliadora Virgen de Icíar, 4 – 28221 – Majadahonda 913 07 77 12 www.colegiosalesianasmajadahonda.com

- 1 -

Content

Task covered in full detail (100%). Focuses on topic, presents thoughtful ideas and develops them with details.

Answers content in 50-75%. Mostly focuses on topic and develops it clearly and fairly well with supporting details

Answers content in 25-50%. Strays from topic, presents some important ideas with few supporting details


Organization

Clear structure, multiple paragraphs. Well-developed and logically connected. Main ideas identified and supporting detail.

Text with internal and external structure. Some main ideas and supporting detail.

Ineffective sequencing, but some external structure is present.

Not coherent, disconnected simple sentences.

Grammar

No punctuation or grammatical errors. Variety of sophisticated sentence structure with no mistakes in word order.

Few punctuation and grammatical errors. Quite sophisticated structures with 1-2 mistakes in word order.

Several punctuation or grammatical mistakes. Basic sentence structure but mostly mistake free.

So many punctuation and grammatical mistakes that interfere with the meaning. Unstructured and when structured, the meaning is still not clear.

Vocabulary

With use of sophisticated and a wide variety of vocabulary. Idioms and specialized terms used. No spelling mistakes.

Adequate amount of vocabulary. Meaning is always clear despite some mistakes. Few spelling mistakes

Meaning is sometimes clear, and some mistakes are still present. Limited vocabulary.

Very basic and repetitive vocabulary, due to lack of content.

Voice Personal style, persuasive, engaging, interesting. Writing is skillfully adapted to the audience.

Provides opinion. Writing engages the audience.

Some personalization. Writer’s voice/ point of view shows little sense of audience.

Not evident. Writer’s voice/ point of view shows no sense of audience.

If the writing is not about the topic asked by the teacher, the punctuation will be 0.

If the student has only covered half (or less) of the content, the maximum punctuation to receive in the remaining items will be of a maximum of 2/4 (or ¼)

WRITING CHECKLIST

CONTENT YES NO Have you focused on the topic?

Have you used details to support your ideas?

Are your ideas coherent?

Have you used vocabulary, idioms and grammar from the unit?

ORGANIZATION YES NO Have you made an initial draft?

Have you organized your text according to your draft?

Have you organized your text in paragraphs?

Have you used logical connecting words?

Have you written the appropriate amount of words?

Have you considered followed the correct structure of the text: e-mail, argumentative essay, descriptive essay, etc.?

VOCABULARY YES NO Are there any words you repeat consistently? (If the answer is YES, try to use synonyms).

Have you used vocabulary adequate for your level?

Have you used newly learned vocabulary?

Have you used vocabulary specific to the topic of the question?

Are words spelled correctly and capitalized where appropriate?

GRAMMAR YES NO Have you used correct punctuation: commas, exclamation marks, interrogative marks, periods, etc.?

Have you written capital letters when needed (countries, cities, nationalities, months, etc?

Is the verb after a preposition in the -ing form?

Have you used -ing after verbs: like, dislike, hate, admit, enjoy, deny, etc.?

Have you used the verb tenses correctly? (Past simple, past continuous, past perfect, present simple, present continuous, present perfect, future simple, future continuous, etc.?

Have you checked the nouns to see if they are countable or uncountable, and used the correct article (a/an/the/ no article)?

Have you checked that there are not double subjects?

Do pronouns refer clearly to the appropriate nouns?

Is there a subject before each verb?

VOICE YES NO Have you used personal style?

Have you used catchy questions?

Is your writing persuasive?

Is your writing engaging?

Is the topic adapted to the audience?


- 1 -

READING COMPREHENSION RUBRIC

EXCELLENT VERY GOOD GOOD NEEDS TO

IMPROVE

BEF

OR

E R

EAD

ING

Student analyzes the title accurately and is able to make predictions about the story.

Students is able to analyse the title and makes some predictions about the story.

Student is able to analyse the title and barely makes predictions about the story.

Unable to understand the title of the book

and to make predictions about

the story. Student answers 100% of pre-reading activities correctly.

Student answers 75-100% of pre-reading activities correctly.

Student answers 50-75% of pre-reading activities correctly.

Student answers less than 50% of pre-reading activities correctly.

DU

RIN

G R

EAD

ING

Student is able to apply strategies for inferring the meaning of words from the context

Student is able to apply some strategies for inferring the meaning of words from the context.

Student can barely apply strategies for inferring the meaning of words from the context.

Student is unable to apply strategies for understanding words from the context.

Student is able to identify the main problem and gives solutions meaningfully.

Student is able to identify the main problem and gives some solutions.

Student identifies ideas related to the main problem and give some solutions.

Student is unable to identify the main problem and to give solutions.

Student thinks critically and is able to give opinions.

Student gives some opinions.

Student can barely give opinions.

Student is unable to give opinions.

Student is able to summarize with evidence.

Student is able to summarize with some evidence.

Student summarizes providing no evidence.

Student is unable to summarize.

AFT

ER R

EAD

ING

Student accurately compares and contrasts topics from the book.

Student compares and contrasts some topics from the book.

Student can barely compare and contrast topics from the book.

Student is unable to compare and contrast topics from the book.

Student completely applies knowledge from the book to final product.

Student applies knowledge from the book to final product.

Student relates some knowledge from the book to final product.

Student is unable to apply knowledge from the book to final product.

Student answers 100% of comprehension questions.

Student answers 75-100% of comprehension questions.

Student answers 50-75% of comprehension questions.

Student answers less than 50% of comprehension questions.


2

LANGUAGE ASSISTANT RUBRIC


Level of engagement

Student actively contributes to class by offering ideas and/or asks questions more than once per class and/or works consistently the entire time.

Student actively contributes to class by offering ideas and/or asks questions once per class and/or works for most of the allotted time.

Student rarely contributes to class by offering ideas and asking questions and/or works only some of the allotted time.

Student never contributes to class by offering ideas and asking questions and/or has trouble staying on task.

Behaviour Student almost never displays disruptive behaviour during class.

Student rarely displays disruptive behaviour during class.

Student occasionally displays disruptive behaviour during class.

Student almost always displays disruptive behaviour during class.

Respect

Student listens to language assistant, teacher, and other classmates attentively. Student discourages others for distracting or interrupting others.

Minimal talking when language assistant, teacher and other classmates are speaking. Limited distractions and/or interruptions.

Student speaks loudly while language assistant, teacher and/or other classmates are speaking. Presents distracting behaviour and interruptions almost always.

Students ignores when language assistant, teacher, and/or another classmate are speaking. Stands up, talks, does homework or studies another subject, and/or plays.

Use of English language

Student does not speak Spanish at all. Student tries to use synonyms, antonyms, definitions, etc., before asking for help.

Student only speaks Spanish when the meaning of a word is unknown.

Student almost always speaks Spanish. Although, he/she tries to speak English.

Student always speaks Spanish refusing using English even when he/she is asked to do it.


3

DEBATE RUBRIC

RUBRIC OF DEBATE 4 POINTS 3 POINTS 2 POINTS 1 POINT

IDEAS and CONTENT All ideas presented were clear, accurate and thorough.

Most ideas presented were clear, accurate and thorough.

Some ideas presented were clear, accurate and thorough.

Ideas presented were unclear, inaccurate and absence of details.

ORGANIZATION All arguments were clearly tied to an idea and organized.

All arguments were clearly tied to an idea and organized.

Some arguments were clearly tied to an idea and organized.

Arguments were not effectively tied to an idea and organized.

GRAMMAR and VOCABULARY

Wide range of well-chosen vocabulary. Accurate and varied grammatical structures.

Good range of well-chosen vocabulary. Some mistakes in grammatical structures.

Adequate range of well-chosen vocabulary. Frequent mistakes in grammatical structures.

Vocabulary does not match the topic. Lack of proper grammatical structures.

BEHAVIOUR Consistently listened to other’s opinions, showed respect and used appropriate language.

Usually listened to other’s opinions, showed respect and used appropriate language.

Sometimes listened to other’s opinions, showed respect and used appropriate language.

Rarely listened to other’s opinions, showed respect and used appropriate language

VOICE Student consistently used gestures, eye contact, tone of voice in a way that kept the attention of the rest of the students.

Student usually used gestures, eye contact, tone of voice in a way that kept the attention of the rest of the students.

Student sometimes used gestures, eye contact, tone of voice in a way that kept the attention of the rest of the students.

Student not effectively used gestures, eye contact, tone of voice in a way that kept the attention of the rest of the students.


4

ANEXO

SPEAKING RUBRIC


Content Appropriate and relevant visual support. Content fully covered.

Generally good visual support, content covered in a 75%.

Visual support sometimes irrelevant, content only partially covered.

Irrelevant or non-existent visual support, little or no content covered.

Organization Coherent and logical, with good explanation.

Logical order most of the time, with some explanations.

Some basic order but with few explanations.

Generally disorganized and with no explanations.

Vocabulary

Varied and precise vocabulary; excellent pronunciation and perfect intonation.

Varied vocabulary; correct pronunciation with the exception a few. Mostly easy to understand. Correct intonation.

Known simple vocabulary with some new words. The student has struggled pronouncing words effectively. Quite understandable. Adequate intonation.

Very poor vocabulary with no new words; wrong pronunciation affecting meaning. Inadequate intonation.

Grammar

Correct sentences with no errors when using pronouns, adjectives, adverbs, verb tenses, etc.

Correct sentences with few errors when using pronouns, adjectives, adverbs, verb tenses, etc.

Some errors in grammar when using pronouns, adjectives, adverbs, verb tenses, etc., but can be understood most of the time

Numerous errors when using pronouns, adjectives, adverbs, verb tenses; cannot be understood.

Performance

Loud and clear voice; appropriate body language; keeps audience’s interest, clear message; topic well explained

Clear voice and some body language; tries to keep interest. Clear message most of the time; topic can be generally understood.

Voice unclear or sometimes low; some body language; some difficulty keeping audience’s interest. Unclear message sometimes, but basic ideas may be understood.

Problems to hear presentation; no body language; difficulty keeping audience’s interest. Unclear message; no understanding possible.

WRITING RUBRIC


Content

Task covered in full detail (100%). Focuses on topic, presents thoughtful ideas and develops them with details.

Answers content in 50-75%. Mostly focuses on topic and develops it clearly and fairly well with supporting details



Organization

Clear structure, multiple paragraphs. Well-developed and logically connected. Main ideas identified and supporting detail.

Text with internal and external structure. Some main ideas and supporting detail.

Ineffective sequencing, but some external structure is present.

Not coherent, disconnected simple sentences.

Grammar

No punctuation or grammatical errors. Variety of sophisticated sentence structure with no mistakes in word order.

Few punctuation and grammatical errors. Quite sophisticated structures with 1-2 mistakes in word order.

Several punctuation or grammatical mistakes. Basic sentence structure but mostly mistake free.

So many punctuation and grammatical mistakes that interfere with the meaning. Unstructured and when structured, the meaning is still not clear.

Vocabulary

With use of sophisticated and a wide variety of vocabulary. Idioms and specialized terms used. No spelling mistakes.

Adequate amount of vocabulary. Meaning is always clear despite some mistakes. Few spelling mistakes

Meaning is sometimes clear, and some mistakes are still present. Limited vocabulary.

Very basic and repetitive vocabulary, due to lack of content.

Voice

Personal style, persuasive, engaging, interesting. Writing is skillfully adapted to the audience.

Provides opinion. Writing engages the audience.

Some personalization. Writer’s voice/ point of view shows little sense of audience.

Not evident. Writer’s voice/ point of view shows no sense of audience.

If the writing is not about the topic asked by the teacher, the punctuation will be 0.

If the student has only covered half (or less) of the content, the maximum punctuation to receive in the remaining items will be of a maximum of 2/4 (or

¼)


- 1 -

LANGUAGE ASSISTANT RUBRIC


Level of engagement

Student actively contributes to class by offering ideas and/or asks questions more than once per class and/or works consistently the entire time.

Student actively contributes to class by offering ideas and/or asks questions once per class and/or works for most of the allotted time.

Student rarely contributes to class by offering ideas and asking questions and/or works only some of the allotted time.

Student never contributes to class by offering ideas and asking questions and/or has trouble staying on task.

Behaviour Student almost never displays disruptive behaviour during class.

Student rarely displays disruptive behaviour during class.

Student occasionally displays disruptive behaviour during class.

Student almost always displays disruptive behaviour during class.

Respect

Student listens to language assistant, teacher, and other classmates attentively. Student discourages others for distracting or interrupting others.

Minimal talking when language assistant, teacher and other classmates are speaking. Limited distractions and/or interruptions.

Student speaks loudly while language assistant, teacher and/or other classmates are speaking. Presents distracting behaviour and interruptions almost always.

Students ignores when language assistant, teacher, and/or another classmate are speaking. Stands up, talks, does homework or studies another subject, and/or plays.

Use of English language

Student does not speak Spanish at all. Student tries to use synonyms, antonyms, definitions, etc., before asking for help.

Student only speaks Spanish when the meaning of a word is unknown.

Student almost always speaks Spanish. Although, he/she tries to speak English.

Student always speaks Spanish refusing using English even when he/she is asked to do it.


- 2 -

Temporalización de la asignatura Primer trimestre: del 10 ...€¦ · Primer trimestre: del 10 de...

Documents

Transcript of Temporalización de la asignatura Primer trimestre: del 10 ...€¦ · Primer trimestre: del 10 de...