Código: DO-N-F-004 Versión: 01

IDENTIFICACIÓN

15097 Bogotá, 971041 Bucaramanga, 13004 Tunja, 550

DIVISION: Academic Deparments COURSE CODE:
Medellín, 95343 Villavicencio

SCHOOL/ ACADEMIC DEPARTMENT/ INSTITUTE: Instituto de Lenguas Fray Bernardo de Lugo, O.P. ACADEMIC PROGRAM:

TYPE OF
Presencial PROFESSOR (S): Any teacher belonging to the Fray Bernardo de Lugo. O.P. Language Institute can guide this course
INSTRUCTION:

E-MAIL: Fray Bernardo de Lugo. O.P. Language Institute teachers' email addresses FACE TO FACE HOURS. (Per week) 4
0
COURSE NAME: English 5 Agreement 46 I.T WOURS. (Per week) 2

SEDE/SECCIONAL: Bogotá, Bucaramanga, Tunja, Medellín y

UNIFIED SYLLABUS: Yes X No COOPERATED WORK CW HOURS (Per week) Applicable to remote and virtual programs.
Que hace parte de la unificación Villavicencio

COMPONENT: Compulsory X Flexible

OBJECTIVE/PURPOSE
(Set in a general way the objectives or purposes of the academic space)
The academic space of English V (AC) is intended to familiarize the students with linguistic and intercultural elements that allow them to build solid foundations for communicative purposes in their process of learning English as a foreign language. Likewise, that they handle a set of grammatical rules such as comparatives, superlatives, passive voice, conditionals that ithey experience through talks, videos, classes and inter

Understand the main points of clear texts and in standard language if they deal with issues that are familiar to you, whether in work, study or leisure.
Make themselves understood in most situations that may arise during a trip through areas where the language is used.
Produce simple and consistent texts on topics that are familiar to them or in which they have a personal interest.
Describe experiences, events and wishes justifying their opinions or explaining their plans.

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 is for the student to carry out different tasks and activities in order to promote and strengthen teamwork, leadership, autonomy, respect and responsibility among each member of a group. The development of this strategy is evident in the intercultural activity, where students must make work groups to present a very brief oral presentation as a final product. The result could be a presentation using Power Point, a video, posters, brochures, etc. In addition, various activities, workshops and exercises are carried out in classes in order to promote understanding, discussion and feedback among peers. The activities will be carried out in accorda

• Project: In this strategy the student must develop a series of tasks with the topics seen during each cut in order to carry out a final project at the end of the semester. The completion of this task is in accordance with the guidelines and instructions given by the teacher in the assigned academic space. The purpose of this activity is for the student to formulate individually or in a group a simple project about their personal and family data, occupations, routines and leisure time. For this project, the student must carry out an investigation and search for simple information and the final product may be a poster, a Power Point presentation, a blog, a video, a brochure, etc. The activi

• Independent work: The purpose of this strategy is for the student to 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, in which the student must carry out an autonomous registration and participation process in order to use their production skills in a different context. This task is carried out virtually through a videoconference with a teacher from the Institute of Languages ​Fray Bernardo de Lugo.OP and its final result may be a video, audio, writing, blog, etc., which will be uploaded on the facebook page of the Institute i

• Individual accompaniment: Its purpose is the clarification of doubts in classes or tutorials. To carry out this accompaniment, the Fray Benardo de Lugo O.P Language Institute offers tutoring spaces at the different venues in order to expand knowledge and answer questions.

• Simulation and play: Using this strategy, teachers can adapt the different content taught in class so that the student is in direct contact with what was learned or what they are intended to learn. In this contact with what has been learned, the student can face almost real situations. The student adopts roles, games, dramatizations and simulations according to the teacher's instruction.

• Participatory activities: The objective is for the student to actively participate in each class session or other activities outside the classroom, promoting production skills and meaningful learning. The development of this strategy is evidenced in the class sessions, language club and intercultural activity, in this last activity the student must participate in different games proposed by other students of other levels and careers in one of the University venues. This space is developed in the second section and is intended for the student to actively participate and interact with other students; the realization process will be established by the curricular and academic committee.

COMPETENCES, LEARNING OUTCOMES, TEACHING AND ASSESSMENT BY RUBRICS

DIMENSIONS OF HUMAN ACTION

DIDACTIC ACTIVITIES:
COMMUNICATIVE CONCEPTUAL REFERENCES: GRAMMAR AND
COMPETENCES T
SKILLS ACCORDING TO LEARNING OUTCOMES VOCABULARY
(Two-h
THE CEFR
Understanding Acting Doing Communicating Estrategy Activities

Listening comprehension:
Identification of main ideas of a • Workshop development.
clear speech that deals with • Preparation of listening practice exercises.
everyday topics related to work, • Participation in the language club:
x x
school and leisure time, including recording of videos, audios or podcasts.
short stories and identifying both • Song development.
the general message and the • Performing dictation in English.
specific details, R1
 nd appropriately to the interlocutor's message. / Written comprehension: It is the ability to understand the global message and the specific ideas of the written discourse based on the prior knowledge of the reader.
Reading comprehension:
Comprehension of simple texts
about concrete facts that deal with
topics
related to the students´ specialty
with a satisfactory level of
understanding. R2
Oral production: Communication
Use a set of grammatical rules and other levels of
with reasonable fluency in
linguistic description to strengthen the knowledge
cultural issues such as movies,
of the use of the language in a given context and
books, music, etc. R4
culture.
municate through the production of a written message that contains an organization, structuring and clear distribution in the development of ideas.
Written production:
Differenciation between abstract
and concrete topics. Description of
problems with reasonable
precision. Writing personal letters
and notes with simple information
emphazising what it is important.
R3
Interaction: Exchange, check
and confirm information in less
common situations and explain the
reason for a problem. R5
Interculturality: Identification of
art music and literature in different
countries.
Listening comprehension:
Identiffication and difference in
expressions of the language
according to the place. R1
Reading comprehension:
Identifification of the most
significant differences among the
customs, attitudes, values and
beliefs of the regions. R2
Oral production: Participation in
terlocutors in a conversation.
debates on everyday topics related
to personal interest. " R4
Experiencing another language and culture to
behave effectively and appropriately promoting
attitudes and skills in a given English-speaking
community.
• Completion of reading in the textbook.
• Reading personal data about yourself and
x x
your classmates.
• Reading aloud.
• Performing role-playing games and
simulations.
• Project-based learning • • Development of short dialogues.
x x Independent work • • Participation in the language club:
Simulation and play recording of videos, audios or podcasts.
• Performing dramatizations.
• Brief and simple presentations.
• Masterful explanation.
• Workshop development.
• Elaboration of grammar and vocabulary
exercises.
• Participation in the language club:
x x x preparation of short texts.
• Making sentences in the notebook.
• Preparation of sentences in email, forums
in Moodle or social networks.
• Preparation of written text (1 stage of
the project)
x • Performing role-playing games and
simulations.
• Development of short dialogues.
• Participation in the language club:
recording of videos, audios or podcasts.
• Video viewing.
x x
• Workshop development.
• Preparation of exercises for listening
comprehension practice.
x x • Participation in the language club:
recording of videos, audios or podcasts.
● Comparatives and superlatives. • Song development.
Used to / didn´t use to • Performing dictation in English.
Passive: Present and past simple
Present perfect with for and since
First Conditional
Verb Patterns • Completion of reading in the textbook.
Second conditional • Reading personal data about yourself and
Quantifiers: too/ not enough your colleagues.
x x
Defining relative clauses • Reading aloud.
Articles • Inquiry of basic information of countries
Past perfect (Intercultural activity 1 stage).
Reported Speech
Life events with get
Health and fitness
Collocations • Performing role-playing games and
Health problems and simulations.
Treatments • Development of short dialogues.
Art and music; Common • Participation in the language club:
x x x Verbs in the passive Recording of videos, audios and podcasts.
Sports and activities • Performing dramatizations.
Degree subjects; • Brief and simple presentations.
Education collocations • Exhibition in the classroom. (Intercultural
Verbs followed by to + • Project-based learning activity 1 stage).
Infinitive / verb + -ing • Cooperative learning •
Multi-word verbs Participatory activities
Noun formation
Compound nouns
Adverbials: luck and
Chance
Animals

"Oral comprehension: It is the ability to perceive what another person transmits in order to understand the message. This aspect allows the listener to evaluate the speech to respond approp
Interaction: Knowledge and application of the models of social interaction that underlie communication. For example: The distribution of turns, guidance and intervention of the interlocutor
"Oral production: It is the ability of the speaker to produce a clear message to communicate and interact correctly with his interlocutor. / Written production: It is the ability to communicate
Written production: Writing
narrations or simple descriptions,
using a linear sequence of
elements. Link a series of short,
concrete and simple elements to
create a cohesive and linear
sequence. R3
Interaction
Communication of simple and
practical information,
Identification of the main idea.
R5
Interculturality: Identifification
of differences in the art, music and
literature of other countries.
Listening comprehension
Identification of key information
on a radio program about study
habits, complaints , and claims,
R1
Reading Comprehension:
Mediation: Ability to reformulate an oral or written text to facilitate communicative exchange.
Identification of information in
articles about culture, traditions
and famous people. R2
Oral production: control of
difficulties in telephone
conversations. Express and accept
apologies. R4
Use linguistic expressions in different contexts, in
order to understand changes and values in a
society.
Written production: Use of
" escrito a partir del conocimiento previo del lector.
vocabulary about changes in
health, music, art, cinema, and
animals. R3
Interaction: Participatioin in
discussions expressing opinions
and ideas clearly. R5
Interculturality: Differenciation
of expressions used in telephone
x x
conversations related to
complaints.
"
Noun formation
Compound nouns
Adverbials: luck and • Masterful explanation.
Chance • Workshop development.
Animals • Preparation of exercises on grammar and
Personality adjectives vocabulary.
• Participation in the language club:
x x preparation of short texts.
• Making sentences in the notebook.
• Preparation of sentences in email, forums
in Moodle and social networks.
• Preparation of booklet for exhibition
(Intercultural activity 1 stage)
• Performing role-playing games and
simulations.
x x x • Development of short dialogues.
• Participation in the language club:
Recording of videos, audios or podcasts.
• Video viewing.
• Exhibition in the classroom. (Intercultural
activity 1 stage).
• Participation in games and recreational
x x x activities at USTA headquarters.
(Intercultural activity 2 stage).
• Workshop development.
• Preparation of exercises for listening
comprehension practice.
x x x • Participation in the language club:
recording of videos, audios or podcasts.
• Song development.
• Performing dictation in English.
• Completion of reading in the textbook.
• Reading personal data about yourself and
x x
your colleagues.
• Reading aloud.
• Project-based learning
• Performing role-playing games and
• Cooperative learning • simulations.
Individual accompaniment •
• Development of short dialogues.
Simulation and play
• Participation in the language club:
x x x
recording of videos, audios or podcasts.
• Performing dramatizations.
• Brief and simple presentations.
• Oral presentation (3 stage of the project)
• Masterful explanation.
• Workshop development.
• Preparation of exercises on grammar and
vocabulary.
x x x • Participation in the language club:
preparation of short texts.
• Making sentences in the notebook.
• Preparation of sentences in email, forums
in Moodle and social networks.
x x x • Performing role-playing games and
simulations.
• Development of short dialogues.
• Participation in the language club:
recording of videos, audios or podcasts.
• Performing dramatizations.
x • Brief and simple presentations.
• Oral presentation (3 stage of the project)
RUBRICS
(In the framework of learning assessment, generate at least one rubric agreed with the students)
Bibliographic resources and web pages

Printed material
CRAI - US TA
Alo nso, A. (201 8) Eng li sh everywh ere . Ma dri d, E sp aña : Vau gha n.
Arau jo , E.(20 18). Ingl és grá mati ca fácil . Madr id, Españ a: Vaug han.
Bro wn , R.(2 018 ). Rea ll y, re all y r eal l y usef ul En gl ish wo rds. Madr id, Españ a: Vaug han.
Crosby, D.(20 18) . Eng li sh on the r oad . Ma dri d, E sp aña : Va ugha n.
Noon e, E .(2 018 ). 40 0 ve rbos bá si cos d el i ng lés . Mad rid , Espa ña: Vau ghan .
Kn owl es, S .(2 011 ). In gl és A1. Mál ag a, E sp aña: P UBLI CACIO NES VÉRTICE S S.L.
Sa nab ria , V.( 201 8). In gl és para vi ajar. Madr id , Españ a: Vaug han .
Sa nab ria , V.( 201 8). P asapor te al in glé s. Mad ri d, Esp aña: Vau gha n.
Sl evi n, M.(2 018 ). Liste n up. Mad ri d, Espa ña: Vau gha n.
Vaug han , R.( 201 4). Voca bul ary Boo kl et . Ma dri d, Esp aña: Vau gha n.
Vaug han , R. (2 018 ). Stu den t's Manu a l . Ma dri d, E sp aña : Va ugh an.
Elec tronic resources
Doff , A, Th ain e, C., (2 015 ). Camb rid ge En gl ish Empo wer . Cambr idg e, E l Rei no Uni do: Camb ri dge Uni versit y Pr ess.
Pl ata forma Camb ri dge Emp owe r:
htt ps://www.camb rid gel ms.or g/ma in/ p/spl ash
Pl ata forma In stit ucio nal LMS Moo dl e:
htt ps://camp usvi rt ual 202 01.usan toto ma s.e du.co /pre gra do_2 020 1/
htt ps://d icti ona ry.camb ri dge.or g/es/
htt ps://www.wordr efer ence.com/
htt ps://www.oxfo rdl ear ner sdi cti ona ri es.com/d efi ni ti on/ engl i sh /car?q= ca r
Listening comprehens ion
http s: //www.eng li shclu b.com/we bgu id e/Liste ni ng/ ht tps:// www.u sing eng li sh.co m/li nks/Liste ni ng/i nd ex.html ht tps://www.b bc.co.uk/sou nds
htt p:// www.e ll l o.org/ htt ps://www.e sl vid eo.com/ h ttps:// bre akin gnewsengl i sh .co m/ ht tps:// www.e sl-l ab .com/ htt ps://e s.l yr icstrai ni ng .co
Reading comprehension http s: //ag enda we b.org/r ead in g-exer ci ses.h tml http s://www.usi nge ngl i sh .com/comp rehe nsi on/ ht tps://www.e sl -l oun ge.com/stud ent/ rea din g.php http s: //l earn eng li shtee ns.b ri tish co unci l.org /ski l ls/re adi ng
Language use:
htt ps://spe aksp eak.co m/en gli sh-g rammar -exerci se s
htt ps://www.en gl isch-h il fe n.d e/e n/exer ci ses.h tm
htt ps://www.en gl ish- gramma r.a t/
htt ps://l ea rnen gl ishte ens.bri ti shcoun ci l .o rg/vocab ul ary/be gi nne r-vocabu la ry
htt ps://l ea rnen gl ish.bri ti shcoun ci l .o rg/g rammar
htt ps://www.myen gli shpa ges.co m/sit e_ph p_f il es/exer ci ses.p hp Written production http s:/ /l earn eng li shtee ns.b ri tishcou nci l.org /ski l ls/writ in g h ttps:// sp eakspea k.com/e ngl ish -gra mma r-exe rci ses http s: //www.en gl isch-hi l fen .de /en /exerci se s.h tm htt ps://www.en gl ish- gramma r.a t/
htt ps://l ea rnen gl ishte ens.bri ti shcoun ci l .o rg/vocab ul ary/be gi nne r-vocabu la ry h ttps:/ /www.usin geng li sh.com/qu izzes/
Oral produc tion
htt ps://l ea rnen gl ishte ens.bri ti shcoun ci l .o rg/skil l s/ sp eaki ng

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.
 SYLLABUS DE ESPACIO ACADÉMICO

Emisión: 20- 03- 2019 Página 1 de 1

3004 Tunja, 55095

COURSE NATURE: Teorico-práctico
ncio

Foreign Language: English

NUMBER OF CREDITS: 2

ual programs. 0

eos, classes and interactions with another culture and that they recognize linguistic expressions. According to the Common European Framework of Reference, these elements will lead the students to:

vities will be carried out in accordance with the provisions of the curricular and academic committee.

a video, a brochure, etc. The activities will be carried out in accordance with the provisions of the curricular and academic committee.

he facebook page of the Institute in accordance with the guidelines and instructions given by the curricular and academic committee. In addition, the strategy is evident in the use of platforms such as: Cambridge Empower and Moodle where the student must carry out comprehension and use of language exercises.

nd academic committee.

DIDACTIC RESOURCES
TIMES: DELIVERABLES, PRODUCTS OR EVIDENCES:
(Bibliographic, audiovisual, physical)
(Two-hour session)

• Board
• Markers
• Workshop completed by the student. • Video beam
• Listening comprehension practice exercises in Moodle and
on the textbook platform. • Billboards
• Participation in the language club: delivery of videos, • Sheets
6
audios and podcasts. •
• Song lyrics. Learning management tools: Moodle
• Audio texts. • Cambridge English Empower B1
• Text dictated in English in the notebook. • Textbook
• Dictionary

• Notebook
• Audiovisual materials:
 • Notebook
• Audiovisual materials:
Music Videos • Computer
materials: Multimedia PowerPoint presentations
• Development of the reading comprehension workshop in
the textbook.
6 • Reading comprehension practice exercises in Moodle and
on the textbook platform.
• Workshop conducted by the student in the notebook.

• Workshop completed by the student.

• Grammar and vocabulary exercises in Moodle and on the
textbook platform.
• Short text in the notebook.
• Phrases in email, forums in Moodle or social networks.
• Participation in language club: delivery of short text in a
Word file, forum, blog or social networks.
• Delivery of written project text on a letter size sheet.

• Workshop completed by the student.

• Grammar and vocabulary exercises in Moodle and on the
textbook platform.
• Short text in the notebook.
6
• Phrases in email, forums in Moodle or social networks.
• Participation in language club: delivery of short text in a
Word file, forum, blog or social networks.
• Delivery of written project text on a letter size sheet.

Board
• Markers
• Workshop completed by the student. • Listening • Video beam
comprehension practice exercises in Moodle and on the
textbook platform. • Participation in the language club: • Billboards
6 delivery of videos, audios or podacasts. • Sheets
• Lyrics songs. •
• Audio texts. Learning management tools:
• Text of dictations in English in the notebook. Moodle
Cambridge
English Empower B1 Dictionary textbook Notebook •
Audiovisual materials: Music Videos Computer
• Development of the textbook reading comprehension materials: Multimedia PowerPoint presentations
workshop.
• Reading comprehension practice exercises in Moodle and
4
on the textbook platform.
• Workshop conducted by the student in the notebook.
• Basic information of countries in the notebook.

• Role plays and simulations: short booklet in the notebook.

• Dialogue: Text in the notebook.
• Participation in the language club: delivery of videos,
audios or podcasts.
• Recording of dramatizations.
• Exposure in Power Point, Prezi or other electronic means.
• Video recording in Tik Tok or another application.
• Billboards, stands, videos, cultural shows, food, brochures.
 audios or podcasts.
• Recording of dramatizations.
• Exposure in Power Point, Prezi or other electronic means.
• Video recording in Tik Tok or another application.
• Billboards, stands, videos, cultural shows, food, brochures.

• Role plays and simulations: short booklet in the notebook.

• Dialogue: text in the notebook.
• Participation in the language club: delivery of videos,
audios or podacasts.
4
• Workshop completed by the student.
• Billboards, stands, videos, cultural shows, food, brochures.
• Evaluation form signed by the teachers for the participation
of the students in each stand.

• Board
• Workshop completed by the student. • Listening • Markers
comprehension practice exercises in Moodle and on the • Video
textbook platform. beam
• Participation in the language club: delivery of videos, • Billboards
6
audios or podcasts. • Sheets
• Lyrics songs.
• Audio texts. • Learning management tools:
• Text of the dictations in English in the notebook. • Moodle • Cambridge English Empower
B1 • Textbook • Dictionary
• Development of the textbook reading comprehension • Notebook
workshop. •
• Reading comprehension practice exercises in Moodle and Audiovisual materials: Music Videos
6
on the textbook platform. • Computer materials: Multimedia
• Workshop conducted by the student in the notebook. PowerPoint presentations

• Role plays and simulations: short booklet in the notebook.

• Dialogue: text in the notebook.
• Participation in the language club: delivery of videos,
audios and podacasts.
• Recording of dramatizations.
• Exposure in Power Point, Prezi or other electronic means.
• Video recording in Tik Tok or another application.
• Oral presentation: Power Point, Prezi, billboards in the
classroom.

• Workshop completed by the student.

• Grammar and vocabulary exercises in Moodle and on the
textbook platform.
• Short text in the notebook.
• Phrases in email, forums in Moodle and social networks.
• Participation in a language club: short text in a Word file,
forum, blog or social networks.

6
• Role plays and simulations: short booklet in the notebook.
• Dialogue: text in the notebook.
• Participation in the language club: delivery of videos,
audios and podcasts.
• Workshop completed by the student.
6
htt ps://a gend awe b.org/
 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
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,capitali Repeated errors in spelling and/or word formation affect message and communication. Repeated
zation. 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
the teacher. 1

The student seems to have little or no understanding of the subject and hardly follows the 0
instructions provided by the teacher.
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 3
accent in 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
sometimes hard to understand. 1

Pronunciation is very hard or impossible to understand, his/her speech is slow with very long 0
pauses.
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
connections of what happens in the text & partially understands its setting (where, when, who, 2
Making 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.)
Making 1,5
Connections
and Sequencing
 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.)
Making 1,5
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