ELEMENTARY 1 Jck

Teacher’s Notes ENGLISH FILE Third Edition 2017

Course Materials & Resources:

Coursebook: EF 3RD EDITION Elementary A1CEFR

Student's Book, Workbook FILES 1 to 5.A
ATTENTION PLEASE: VERY IMPORTANT:
Website: for students www.oup.com/elt/englishfle
DVD itutor: attached to SB. For students to revise, review, and improve with interactive
activities, audio and video including mobile content.
ichecker: For students to check their progress and challenge themselves. Attached to
workbook.
 Website: For teachers: www.oup.com/elt/teacher/english file
Test and Assessment CD-Rom only for test design. Do not use it.
 Teacher’s BOOK – Photocopiable: page158 Grammar activities, page 198 Communicative activities,
page 244 Vocabulary activities and page 265 Songs (one for each file)
www.yesweshareit.blogspot.com Lesson plans and ideas to use in class by and teachers’ help.

Daily schedule: These should be seen as flexible guidelines. You’ll have to adapt according to the number of
lessons you have-check the calendar. This is a 48 hr / 36 lessons long-term plan.
Check current school calendar.

FILE FILE FILE FILE

1 Warming Up 2 1A 3B 20 3B
19
3 1A 4 1B 3C 22 3C Process
21
writing #1 pg 111
5 1B 6 1B Practical 24 4A
23 English pg
26/27
Days/lessons

Days/lessons

7 1C 8 1C 25 4A 26 4B
9 2A 10 2A 4B 28 4B + Process
writing #2
27
pg112
In class.
11 2B 12 2B 4C 30 4C
29
13 2C 14 2C 31 5A 32 5A
15 3A 16 3A 33 Revise and 34 5A & Oral exam
Check 3& 4 practice
17 Revise and 18 Midterm 35 Final exams 36 Final exams
check 1&2 pg FW/FO FW/FO
18/19

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 1. GRADING SYSTEM: FORMAL ASSESSMENT

GRADES TO BE AWARDED SKILL/LANGUAGE EVALUATED TOOLS

50 Reading/listening/grammar/ Midterm: 25
vocabulary Final: 25
40 Speaking/pronunciation/ Oral test: 20
grammar/vocabulary/ Oral in class: 20
communicative ability
10 Writing W1: 5
W2: 5
TOTAL: 100 TOTAL: 100

Oral presentation is optional and a component of oral in class.

2. PASSING GRADE
In order to be promoted to the next level, students must have a final total of at least 60 points. If a
student gets less than 60% either in the final written or the oral exam, i.e., less than 15 (written tests) or 24
(oral test) respectively, the final grade must be 70.

3. WRITING TASKS: Remember to set the date for the peer correction for writing # 1.
Writing #2 +peer correction should be done in class.

3.1 WRITING ASSESSMENT SCALE

ATTENTION: CHECK page 7 for writing scale.
3.2 CHECKLISTS for peer correction are attached.
You are supposed to assign and mark at least 2 pieces of writing during the term;
1. W1: Writing a personal profile page111
2. W2: Writing magazine article page 112

INSTRUCTIONS ON HOW TO WORK WITH PROCESS WRITING:

IMPORTANT NOTE: Below you will find a step-by-step description of the process. Make sure students
understand the importance of bringing their first draft on the assigned date. Students who do not hand
in first draft should be encouraged to meet with classmates outside of class to go over their
compositions.

Writing #1. Writing a personal profile. Student’s book page 111

1. Pre Writing
1. Talk about profiles.
2. Follow teacher’s book page 50.
3. Assign the writing for homework.
2. Peer Feedback
Hand out the checklist (pg7 in this doc) to students and tell them to read each other’s profile and
discuss them using the checklist as a guide.

CHECKLIST writing #1 attached (pg7)

3. Teacher collects second version and grades it using the writing scale. If there is time for a third writing
and the student writes a really poor composition, teacher may choose to give student a chance to

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rewrite his paper.

Writing # 2 Writing a magazine article. Student’s book page 112

1. Pre writing
1. Follow the suggestion in the teacher’s book page 60
2. Do the writing in class
3. Teacher collects the writing and grades it. If there is time for a third writing OR the student writes
a really poor composition, teacher may choose to give student a chance to rewrite his paper.

4. ORAL EVALUATION:

4.1 . Oral presentations – OPTIONAL

(It can be done as part of the “oral in class” item).

Suggestion of areas to be assessed:

 Preparation: Posters, power point presentation or other.

 Language: Check grammar errors.
 Vocabulary: Check if vocabulary used is appropriate for the level.
 Fluency: Check if presentation is clear and coherent. Little hesitation.
 Pronunciation: Check if the words are well articulated.

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4.2 Oral Exam

Fluency Accuracy
5 The student speaks fluently with few obvious mistakes and a 5 The student makes few
wide variety of lexis and expression. Pronunciation is almost mistakes that do not interfere
always intelligible, and there is little difficulty in with the communication.
communicating ideas.
4 The student speaks fairly fluently, showing an ability to 4 There are some problems of
communicate ideas with not too much trouble. grammatical accuracy and
some words are inappropriately
used.
3 The student transmits ideas moderately clearly. Speech is 3 There are frequent lapses in
somewhat hesitant. Nevertheless, the student makes grammar and vocabulary use.
himself/herself understood.
2 The student transmits basic ideas in a fairly stilted way. 2 There are examples of
Pronunciation is sometimes problematic. grammatical and lexical misuse
and gaps which impede
communication on occasions.
1 The student is almost unintelligible, uses words wrongly and 1 The student is almost
shows no sign of any grammatical understanding. unintelligible, uses words
wrongly and shows no sign of
any grammatical
understanding.
Attitude in class Attendance
5 The student is very interested in class activities, willing to offer 5 Attended 100% of the lessons.
opinion and takes risks with the language.
Highly motivated.
4 He/she participates quite well and takes risks with the 4 Attended 90% of the lessons.
language. Makes an effort to use the language and learns (up to 4 absences)
from mistakes.
3 The student is somewhat interested in class activities, not 3 Attended 80% of the lessons.
always willing to offer opinion; sometimes leaves the room. (up to 8 absences)
2 He/she participates in class if the teacher asks him/her to. 2 Attended 70% of the lessons.
Either the student is introvert or lacks confidence to take risks. (up to 12 absences)
1 Not interested in class activities; rarely offers opinions; 1 Attended 60% or less.
frequently leaves the (up to 16 absences)
room.
See oral exam folder in the library for more information on procedures, tasks and assessment.
4.3 Participation in class
Students can get up to 20 points on their effort in class.
Add one item from each topic.
20 points maximum.

5. HOMEWORK
Assigning homework is compulsory, even if students do not get points for it. You may choose to collect
them at the end of each unit, particularly if you have teens attending the basic course.If they are adults,
negotiate with them if they would like you to have a look. Make sure students hand in homework on
time and that they understand the importance of doing so. Use class time for homework correction
judiciously. ASK if students have any questions/ or doubts. Help them out with their difficulties in class. If
you have teens attending the level, be sure to check that they have really done their HW and make a
point of signing or stamping or even drawing happy faces etc etc to prove that you checked their WBs.
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ATTENTION: Sustainability!
Take advantage of the workbook. Not only you can use for HW but also as class work. Before
asking for handouts/photocopies, check the WB out and do it in class. Particularly, with basic
courses that never have time to do so. Save time, energy and trees!!

6. ELEMENTARY 1 GOALS AND OBJECTIVES.

GOALS OBJECTIVES
SPEAKING FUNCTIONS LANGUAGE
1. To enable a. To give personal information – name, a. To use the verb to be in the
students to talk address, phone number, address, etc. aff.-neg.-quest.(Y/N & Wh)
about b. To talk about their routines b. To use verbs in the s. pres.
themselves, their c. To talk about likes/dislikes and possessions aff.-neg.- quest. (Y/N & Wh)
family and their d. To talk about abilities c. To discriminate a/an
homes. e. To talk about family and family members d. To identify countries,
(routines, likes/dislikes, personal nationalities, languages
information) e. To name members of the
f. To describe people family
g. To identify objects in an office f. To use prepositions of time
h. To talk about food and place.
i. To talk about hobbies/free time g. To name jobs
j. To talk about feelings. h. To use adjectives to describe
k. To talk about places and its culture. people.
i. To say the numbers
j. To say the alphabet
k. Possessives
l. To describe abilities (can &
can’t)
m. To use imperatives such as
turn the air conditioning on,
slow down and etc.
READING
2. To enable To scan a short text Same as above
students to read short To identify words in a text
texts and understand
specific information
WRITING
3. To enable To write one’s personal profile Same as above
students to write To write an magazine article
about places and
family.

LISTENING
4. To enable students To listen for the general idea. Same as above
to listen for specific To listen for specific info.
information in short
conversations.

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El 1 - CHECKLIST Process Writing #1 Writing a personal profile Student’s book page 111
Go over your classmate’s PROFILE and discuss the following points with him/her.
YES NO
Your classmate writes his/her name.
Your classmate gives information about his/her:
Hometown
His/her occupation
Languages
Music
Films
TV programs
Sports
Other information.
Sentences are organized in clear and logical order.
He/she uses and, but and or to connect ideas in the
sentence.

El 1 - CHECKLIST Process Writing #1 Writing a personal profile Student’s book page 111
Go over your classmate’s PROFILE and discuss the following points with him/her.
YES NO
Your classmate writes his/her name.
Your classmate gives information about his/her:
Hometown
His/her occupation
Languages
Music
Films
TV programs
Sports
Other information.
Sentences are organized in clear and logical order.
He/she uses and, but and or to connect ideas in the
sentence.

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 BASIC LEVEL Elementary 1
Points GRAMMAR ( accuracy and range, VOCABULARY ( range, appropriacy ORGANISATION ( organisational structure,
for communicative significance of and accuracy, spelling, avoidance cohesion, coherence, layout, punctuation,
each mistakes word order ) of repetition )
domain
5 agreement, tense, number, word-order,,
articles,
pronouns, prepositions almost entirely
accurate
simple structures used, almost entirely
appropriate
mistakes do not impair communication
4.5 agreement, tense, number, word-order,
articles,
pronouns, prepositions mostly accurate
range of simple structures used, mostly
appropriate
mistakes rarely impair communication
4
3.5 agreement, tense, number, word-order,
articles, pronouns, prepositions
generally accurate range of simple
structures used generally appropriate
structural mistakes occasionally
impair communication
3
2.5 negation, agreement, tense, number,
word-order /
functions, pronouns, prepositions
sometimes inaccurate
simple structures often inappropriate
some structural influence from
Portuguese
structural mistakes often impair
communication
1 negation, agreement, tense, number,
word-order,
pronouns, prepositions, often inaccurate
simple structures generally
inappropriate
noticeable structural influence from
Portuguese
PROCESS WRITING= 5 points. Add each domain and divide by 4.
sequencing, paragraphing)
excellent range of basic words
/expressions
excellent spelling
very few repetitions
errors in word choice do not impair
communication
good range of basic words
/expressions
very good spelling
few repetitions
errors in word choice rarely impair
communication
a fairly good range of basic words
/expressions
quite good spelling, few mistakes
some repetitions
errors in word choice only
occasionally impair communication
a limited range of basic
words/expressions
frequent spelling mistakes
a lot of repetitions
reader has to stop and re-read some
parts
noticeable lexical influence from
Portuguese
a very limited knowledge of English
vocabulary
poor spelling, dominated by
mistakes
too many repetitions
errors in word choice generally
impair communication
TASK ACHIEVEMENT ( relevance
and appropriacy of ideas,
coverage, length )
well-organised (at sentence and paragraph level) text type and length well- suited
ideas well-organised in a coherent way to topic and task
appropriate layout and punctuation all content points addressed and
use of some cohesive devices (but, because, and …) developed
logical sequencing / legible handwriting ideas and details relevant to topic
generally well-organised (at sentence and text type and length suited to topic
paragraph level ) and task most content points
ideas organised in a coherent way (for most part) addressed and developed
largely appropriate layout and punctuation ideas and details relevant to topic
use of some simple cohesive devices (and, but, for most part
because…)
mostly logical sequencing / legible handwriting
generally organised (at sentence and paragraph text type and length mostly suited
level) to topic and task
ideas generally organised some content points addressed and
generally appropriate layout and punctuation developed or all
occasional use of simple cohesive devices(and, but, addressed but just some
because.) developed
generally logical sequencing / legible handwriting most ideas and details relevant to
topic
generally organised at sentence level, hardly any text type and length generally
organization unsuited to topic and task
at paragraph leve most content points not addressed,
ideas often disorganised none developed
often inappropriate layout and punctuation ideas and details often not given
rare use of cohesive devices (and, but…) or often irrelevant to topic
illogical sequencing for some part / illegible
handwriting
disorganised even at sentence level text type and length entirely
ideas generally disorganised unsuited to topic and task
often inappropriate layout and punctuation hardly any content points
no use of simple cohesive devices addressed or developed, or
illogical sequencing / illegible handwriting development of irrelevant content
points
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 structural mistakes very often impair reader has to stop and re-read
communication noticeable lexical influence from
Portuguese

0.5 dominated by errors dominated by errors no organization at all task not at all completed

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