UNIVERSITAS NGUDI WALUYO

ENGLISH FOR
ACADEMIC PURPOSES
Students’ Handbook
By English Department

2018

JL. DIPONEGORO NO 186, UNGARAN, KAB. SEMARANG

 CHAPTER I
INTRODUCTION

A. Subject Description
This module is about writing descriptive paragraph and conducting a conversation about
patient admission. In this module, it is discussed how to write descriptive paragraph and
its function. Meanwhile for speaking, it is discussed how to conduct it.

B. Outcomes
After completing the subject the students are expected to be able to:
1. Greeting and personal detail
2. Writing descriptive paragraph.
3. Reading a map and giving direction.
4. Telling about daily life.
5. Telling past experiences.

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 CHAPTER II
PRACTICUM GUIDELINES

A. Material
The subject matters discussed in this module are:
1. Greeting and Personal Detail.
2. Writing a descriptive paragraph.
3. Reading a map and giving direction.
4. Telling about daily life.
5. Telling past experiences.

B. Schedule
The time frame for the practicum is flexible with the prerequisite is the students have
completed the subjects matter for writing descriptive paragraph and patient admission
role play.

C. Regulation
I. Greeting and Personal Detail
1. Each student can use formal and informal greeting to whom they speak to
2. Each student has to introduce her/his self by mentioning her name, how to spell,
address, age, day/date of birth, phone number.
3. In pair or in a group they can introduce each other.
II. Writing a descriptive paragraph
1. Each student has to arrange his/her family tree
2. Each student has to describe his/her family tree in descriptive paragraph.
III. Reading a map and giving direction.
1. The student draws a map of the campus or other places.
2. They give the explanation how to get somewhere i.g a library, post office, market
and etc.
3. In pair the students do conversation making a date ( day, date, time, how to get
there)
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 IV. Telling about daily life.
1. The students arrange their own activities from getting up in the morning until go
to sleep.
2. In a pair they tell their daily routine.
V. Telling past experiences.
1. Each student chooses his/her own unforgettable experience.
2. They have to write it down in a paragraph.
3. In turn, they tell the experience.
D. Grouping
The students will choose their own partner.

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 CHAPTER III
GREETING AND PERSONAL DETAIL

A. Outcomes
After completing the subject the students are expected to be able to:
1. Greet others correctly
2. Introduce her/his self.
3. Introduce others.
B. Trigger Case
Each student is required to greet other using formal and informal greeting. They have to
introduce her/his self by mentioning, the names, spell the names, address, home phone
number, mobile number, day and date of birth.
C. Material
I. INTRODUCING PEOPLE

MARCO: Hello, my name’s Marco. MONICA : Elena, this is Roberto

LIN : Hi, I’m Lin. ROBERTO : Hello, Elena. Nice to
MARCO: Nice to meet you meet you
LIN : Nice to meet you too ELENA : And you.

Receptionist: Good morning. What’s

your name, please?
MARIA : It’s Maria Favia
Receptionist: And where are you from?
MARIA : I’m from Italy

VOCABULARY
1.1 COUNTRIES AND NATIONALITIES
COUNTRIES NATIONALITIES
I’m from……………………. I’m…………………….
Bra’zil Bra’zili a n
Aus’tralia Aus’trali _ _
Argen’tina Argen’ti _ _

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 The US’A A’meric_ _
‘Germany ‘Germ _ _
‘Italy I’tali _ _
‘Mexico ‘Mexic _ _
‘Russia ‘Russi _ _
The U’K ‘Briti _ _
Spain Spa _ _ _
‘Poland ‘Pol _ _ _
‘Turkey ‘Turk _ _ _
‘China Chi’n e s e
Ja’pan Japan’ _ _ _
France French

WORD STRESS
The word stress is showed with apostrophes (‘) before the syllable.

GRAMMAR
Be : positive and WH-question
POSITIVE
1. I’ …… ….. from Italy. (= I am)
2. You’… … in room C. (= you are)
3. He’ … … from Mexico. (= he is)
4. She’ … … from Australia. (= she is)
5. It’ … .. .. Maria Favia. (= it is)
6. We’… … from the U.S.A. (= we are)
7. They’ … … from Spain. (= they are)
WH-Question
1. Where’ … … you from?
2. Where’ … … … he from?
3. Where’ … … … she from?

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 4. What’ … … … your name?
5. What … … … your names?
6. Where … … … they from?
PRONOUNS
SUBJECTIVE OBJECTIVE POSSESSIVE POSSESSIVE
PRONOUN PRONOUN ADJECTIVE PRONOUN
I Me My Mine
You You Your Yours
He Him His His
She Her Her Hers
It It Its -
We Us Our Ours
They Them Their Theirs

II. NUMBERS 0 – 20
Say these numbers!
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
TELEPHONE NUMBERS
A. How do we say these phone numbers?

a) Hotel 020 8695 7322

b) Peter 01279 567390
c) Barbara 07949 274118
d) Maria 0034 93 2867 746

Note: In the phone numbers o = oh and 22 = double two

B. Asking for telephone numbers?

What’s your phone number? It’s…………………….

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 What’s your mobile number?

JOBS; a and an

A. Describe these professions!

a ‘doctor a mu’sician an engi’neer a ‘shop assistant a ‘cleaner
a po’lice officer a ‘waiter/’waitress an ac’countant an ‘actor/ ‘actress
a ‘builder a ‘teacher a ‘manager a ‘housewife a ‘lawyer
an unem’ployed a re’tired

B. Asking for a job.

What’s your job?

I’m a teacher

What do you do?

I’m an engineer

1.2 GRAMMAR
A and AN

We use “a “with nouns that begin with a consonant sound.

We use” an” with nouns that begin with a vowel sound.

III. PERSONAL DETAIL

NUMBERS
How do we say these numbers?

20 30 40 50 60 70 80 90

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Numbers with –teen and –ty
Notice the word stress!
Thir’teen ‘thirty fif’teen ‘fifty nine’teen ‘ninety
‘forty seven’teen ‘eighty eigh’teen ‘’seventy

ASKING FOR PERSONAL DETAIL

What’s your surname, please? What’s your nationality?

What’s your first name?

What’s your address?

What’s your home phone number? What’s your mobile number?

What’s your email address?

PLURAL FORMS

Regular plural nouns are by adding –s, -es and -ies

SINGULAR PLURAL

A bag Bags
A shoe Shoes
A suitcase Suitcases

A watch Watches
A dress Dresses

A diary Diaries

A man Men
A woman Women

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 A child Children
A person People
A tooth Teeth

HERE THERE

SINGULAR This These

PLURAL That Those

EXERCISE:
Write the plurals.
1. Bike 5. Country
2. Credit card 6. Address
3. Nationality 7. Camera
4. Waitress 8. Colour

D. Evaluation Sheet (attached)

E. References
- Oxford English Pocket Learners Dictionary
- Redstone, Chris & Gillie Cunningham. 2005. Face 2 Face Elementary Student’s Book.
Cambridge: Cambridge University Press
- Redstone, Chris & Gillie Cunningham. 2005. Face 2 Face Elementary Workbook. Cambridge:
Cambridge University Press
- Sounds Poster. Oxford University Press

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 CHAPTER IV
WRITING DESCRIPTIVE PARAGRAPH ABOUT FAMILY

A. Outcomes
After completing the subject the students are expected to be able to:
1. Understand some vocabularies related to family
2. Use adjective, comparative and superlative to describe the student’s family
3. Write the student’s family based on his/her family tree

B. Trigger Case
Each student is required to arrange his/her family tree. They have to explain it using
descriptive sentence using adjective, comparative and superlative.

C. Material
Comparatives and superlatives
 We use comparative adjectives to compare two people or things
 We use superlative adjectives to compare a person or thing with a number of other
people or thing.
Adjective Comparative (+ Superlative
than)
One syllable and - young - younger - the youngest
most two-syllable - old - older - the oldest
adjective - small - smaller - the smallest
Longer adjective - Handsome - More handsome - The most
- Beautiful - More beautiful handsome
- The most
beautiful
Irregular adjectives Good, bad Better, worse The best, the worst

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 Examples:
Comparison :
1. You’re older than me
2. My mother is younger than her sister
3. Your house is more comfortable than mine
4. You look more serious than your brother
Superlative :
1. My father is the youngest son in his home
2. We stayed at the cheapest hotel in the town
3. He’s the most patient person I’ve ever met
4. She’s the most intelligent student in my class

D. Exercise
1. This following is Robinsons‘ family tree. Fill in the gaps using the words available!
Meet the Robinsons

BILL PAT

TOM LISA KATE MAX ANNA

SALLY
EMMA CHRISS

Husband daughter son father mother Brother children

1 2
Lisa. We’re a typical British family, I think. My ………………….’s name is Tom and we’ve got two …………….. a
3 4
girl and a boy. Our …………………’s name is Emma and Chris is our ………………..-he’s just a baby. And my parents?
5 6 7
Well, Bill is my ……………… and Pat is my ………………. I’ve got one …………………, his name’s Max, and one sister,
Kate.

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 Wife parents sisters grandson granddaughters grandchildren
1
MAX. My …………..’s name is Anna and we’ve got one daughter, Sally. She’s sixteen years old
2
now. I’ve got two …………………………, Lisa and Kate. Lisa’s married with two kids and Kate’s
3
divorced. My ……………………’s names are Pat and Bill. They’ve got three children and
4 5 6
three ………………………: two ……………………., Sally and Emma, and a …………………….., Chris.

aunts grandparents cousins grandmother grandfather uncle

1
SALLY. My mum and dad’s names are Anna and Max. I’ve got two ……………., Lisa and Kate, and
2 3
one ………………………. His name’s Tom and he’s a musician. I’ve also got two ………………….., Emma
4 5
and Chris. My ………………………..’names are Bill-he’s my …………………..and Pat,
3. 6 Draw your own family tree and describe it. Use adjective, comparative and superlative!
my ……………………………

E. Speaking Practice
Draw your own family three. Describe each member of the family. Work in pair. Take turn to tell
about your family.
F. Evaluation Sheet (attached)
G. References
Raymond, Murphy. 2012. English Grammar in Use. Indonesia. Cambridge University Press for PT.
Mentari Books.
Redston, Chris& Gillie Cunningham.2005. Face2Face Elementary Student’s Book. Cambridge
University Press.
Symonds, Maria Spada and Ros Wright. 2011. English For Nursing. England. Pearson education
Limited.

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 CHAPTER V
READING A MAP AND GIVING DIRECTION

A. Outcomes
After completing the subject the students are expected to be able to:
1. Use adverb of place, adverb of time and preposition.
2. Read a map.
3. Ask direction.
4. Give direction.

B. Trigger Case
Each student is required to draw a map of a certain place e.g. hospital, market, bank,
post office etc. He/she has to determine the start point, how to get there and the
landmarks that are found along the way.

The students should have prior knowledge of traffic signs e.g. T junction, cross road,
traffic light etc.

C. Material
 TIME READING
How to read the time in English:

How do we say the time???

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 It’s five past one
What time is it? It’s one o five

01:05

It’s six thirty-five

What’s the time, please?
It’s twenty-five to seven

06:35

Excuse me. Have you got Yes. It’s six fifteen

the time, please? It’s a quarter past six
It’s fifteen past six

06:15

It’s seven thirty

Excuse me. What time is it? It’s a half past seven
It’s thirty past seven
It’s a half to eight

07:30

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 ADVERB OF TIME

On
 Sunday
 November 22nd, 2015
 Mondays (every
Monday)
 Sunday morning
In At
 The morning  Nine o’clock
 The afternoon  Night
 1990  Noon
 1980s  Midnight
 The weekend  Half past three
Every
 Day
 Week
 Month
 Year

 ADVERB OF PLACE

On
Behind

In front of Beside
In

Under

- Across - By
- Opposite - in the corner of
- Next to - between
- Near - among
- Close to
 GIVING DIRECTION
- North - south

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 - West - East
- North east - North west
- South east - South West
- Northern - Southern
- Go ahead - Go straight
- Turn left - Turn right
- Traffic light - T-junction
- Y-junction - left side
- Right side - Go up stair
- Go down stair
D. Exercise
I. Complete the sentences using the correct preposition!
1. I have lunch … …. … 12.30.
2. What time do you have dinner … …. …. the evening?
3. We get home late … … …. night.
4. Do they go out … … … Friday evenings?
5. They go to the cinema … … …. week.
6. What time do your class … … … week?
7. I visit my family … … … the weekends.
8. .I don’t go out … … … the week.
9. We start work … … … nine o’clock.
10. I live … … … Germany.
11. I met him … … …January 1st, 2017.
12. He always goes to sleep … .. . … midnight.
13. My mother goes home from office … … … the evening.
14. He was born … …. … 1990s.
15. The director makes a report … … … year.
II. Speaking Practice
a. Draw a map from the campus to public facilities (for example a bank, a post
office, hospital, and etc). Complete with the signs and landmarks. In pair please
do a conversation how to get the places and how you will get there.
Practicum Module English I (EAP)| Ngudi Waluyo University 17
 b. Make a date with an old friend/blind date. Make sure you know the person you
are going to meet by asking the personal identities, the place you are going to
meet and how you will get there. Do the conversation on phone.
E. Evaluation Sheet (attached)
F. References
- Tilbury, Alex, at all. 2006. English Unlimited. Cambridge: Cambridge University Press
- Redstone, Chris & Gillie Cunningham. 2005. Face 2 Face Elementary Student’s Book.
Cambridge: Cambridge University Press.

Practicum Module English I (EAP)| Ngudi Waluyo University 18

 CHAPTER VI
TELLING DAILY ACTIVITIES

A. Outcomes
After completing the subject the students are expected to be able to:
1. Apply simple present tense.
2. Tell their daily activities

B. Trigger Case
Each student is required to arrange conversation about their daily activities from they get
up in the morning to they go to sleep. They have to do the conversation with their
partners.

C. Material

Simple Present
Yes/No Questions
STATEMENT WORD YES/NO QUESTIONS SHORT EXPLANATION
ORDER ANSWER
I am responsible Am I responsible with Yes, you are. In a yes/no question, we put
pets? am, is, are before the subject.
You are a teacher. Are you a teacher? No, I’m not.
The pay is important Is the pay good? No, it isn’t. We usually answer a yes/no
The cat is female Is the cat female? Yes, she it. question with a short answer.
It is a big dog. Is it a Labrador? No, it isn’t. A short answer contains a
We are new here. Are we neighbors? No, we aren’t. pronoun (he, she, it, we, they,
They are out Are they at work? Yes, they are. etc)
There are interesting Are there jobs in your Yes, there are. We don’t use a contraction for
jobs. office? a short yes answer. We use
That is a cute dog. Is that a cute dog? Yes, it is. contraction for a short no
It isn’t a big dog. Isn’t it a puppy? No, it isn’t. answer

Wh- Questions
STATEMENT WORD ORDER WH-QUESTION EXPLANATION
I am lost. Where am I? We put am, is, are before the
You are from an agency. What agency are you from? subjects.
That is a nice dog. What kind of dog is that?
The dog is old. How old is the dog?
That is a strange pet. What is that?
Her name is long. What is her name?
Practicum Module English I (EAP)| Ngudi Waluyo University 19
You are here.
There are a lot of dog walkers.
The owner isn’t home.
The dogs aren’t bored.
You aren’t at work.
Why are you here?
How many dog walkers are
there?
Why isn’t the owner at home?
Why aren’t the dogs bored?
Why aren’t you at work?

Simple Present Tense: Verbal Sentences

Forms
The verb has two forms: the base form and the –s form.
EXAMPLES EXPLANATION
Subject Base Form Complement We use the base form when the subject is I,
I You, They, We or the plural nouns.
You
They learn English
We
Plural nouns
Subject -s Form Complement We use the –s form if the subject is She, He,
It
She or singular noun
He learns English
It
Singular noun
My family has two cats We use the –s form with family, everyone,
Everyone likes the food. everybody, no one, nobody, each and
No one wants to be sick. nothing
Each student has to submit the report.
I have a new friend. She has a pet at home. Have is an irregular verb
Have has

Uses
a) Water consists of hydrogen The simple present says that
and oxygen. something was true in the past,
xxxxxxxxxxxxx b) The average person in the present and will be true
breathes 21.600 times a in the future. It expresses
day general statements of fact and
c) The world is round general truth
d) I get up at seven every The simple present is used to
morning express habitual or everyday
e) I always eat a salad for activities
lunch

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D. Exercise

I. Look at the picture. Tell the pictures in a paragraph.

II. Choose the correct word! Underline the word.
My friend Helen 1live/lives in New York. She’s married and her husband Brad 2work/works in a
3 4
bank. They live/lives in Manhattan and they both love/loves living there. Helen
5
don’t/doesn’t work because she’s got three children. Brad and Helen 6don’t/doesn’t have a lot
of free time, but at the weekends Helen 7like/likes playing tennis and Brad often 8go/goes
swimming. Helen and I 9don’t/ doesn’t see each other very often, but she always
10
phone/phones me on my birthday!
III. Speaking practice
Work in a pair. Take turn to tell about your daily activities. Ask your partner about
her/his activities.
E. Evaluation Sheet (attached)
F. References
- Redstone, Chris & Gillie Cunningham. 2005. Face 2 Face Elementary Student’s Book.
Cambridge: Cambridge University Press
- Redstone, Chris & Gillie Cunningham. 2005. Face 2 Face Elementary Workbook.
Cambridge: Cambridge University Press
Practicum Module English I (EAP)| Ngudi Waluyo University 21
 CHAPTER VII
TELLING PAST EXPERIENCES

A. Outcomes
After completing the subject the students are expected to be able to:
1. Apply simple past tense.
2. Tell their past experience

B. Trigger Case
Each student is required to arrange conversation about past experience (the
unforgettable experience e.g. embarrassing moment, good experience, etc).

C. Material

Simple Past Tense

In this section, we are going to learn simple past tense (past tense of be and simple past of verbs).
The function of simple past tense is to talk about actions or situations in the past, it began and
ended in the past.
a) I walked to school The simple past indicates
yesterday. that an activity or situation
b) John lived in Paris for ten began and ended at a
years, but now he lives in particular time in the past.
X Rome.
c) I bought a new car three
days ago.
d) He was my boyfriend.
e) Rita stood under a tree If a sentence contains when
when it began to rain. and has the simple past in
f) When I dropped my cup, both clauses, the action in
the coffee spilled on my the when-clause happens
lap. first.

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 Past Tense of Be

Past tense of be are: was and were.

EXAMPLES
Life was hard for the poor.
His children were out of the town.
There was discrimination in the South.
There were many changes in the twentieth
century.
Dawson’s life wasn’t easy.
Education and books weren’t available to
Dowson as a child.
Dowson was married four times.
He was never bored.
EXPLANATION
The past tense of be are was and were.
I, he, she, it was
You, they, we were
After there, use was or were depending on
the noun that follows. Use was with singular
noun. Use were with plural nouns.
To make negative statement, put not after
was or were
Use be with adjectives that end in –ed:
crowded, tired, bored, interested, worried,
married, divorced, allowed and permitted.

EXERCISE 1 Fill in the blanks with the correct Be.

1. Rebecca … …. … … not in my class.
2. Daniel and Andre … …. … … so glad to see me.
3. My car … …. … … very fast.
4. I … …. … … a doctor in the movie.
5. Your teacher … …. … … from Italy.
6. … …. … … this her iPad?
7. Our neighbor's kids … …. … … really naughty.
8. Not all my friends … …. … … at my birthday party.
9. Our doctor … …. … … very kind.
10. The waiter … …. … … so rude.
11. His uncle … …. … … very rich.

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 12. … …. … … the exams hard?
13. Jessica and Andy … …. … … not here yesterday.
14. The children … …. … … so tired after the festival.
15. The news … …. … … very upsetting.

Past Tense of Verbs (Regular and Irregular)

To form the simple past tense of regular verbs, add –ed to the base form.
EXAMPLES EXPLANATION
Dawson signed his name with an X. If the verb ends in an e, add only –d.
Dawson learned a lot from his father. The past forms are the same for all persons.
Dawson lived to be 103 years old.
Dowson learned to read and write. The verb after to does not use the past form.
A teacher wanted to meet Dawson.
He cut his finger. Irregular veb do not have an –ed ending.

EXERCISE 2 Complete the sentences in simple past tense.

1. I … … … … … my teeth. (brush)
2. Tom … … … … … tennis with his friends. (play)
3. They… … … … … for their exam. (study)
4. Susanto … … … … …to me quietly. (talk)
5. Thomas… … … … … me with my homework. (help)
6. Daniel… … … … … his car. (wash)
7. The baby… … … … … a lot. (cry)
8. The man… … … … … so fast. (walk)
9. The mechanic… … … … … the car. (fix)
10. My mother… … … … … the flowers. (water)
11. The policeman… … … … … the bus. (stop)
12. Alicia… … … … … her bag. (carry)
13. She… … … … … the door. (open)

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 14. Sonia… … … … … the train. (miss)
15. I… … … … … my teacher. (like)

EXERCISE 3 Complete the sentences in simple past tense.

1. She… … … … … to bed at 10 o'clock yesterday. (go)
2. Jenny… … … … … very late as well. (sleep)
3. They… … … … … a lot of calories in that marathon. (burn)
4. Benny… … … … … about a year ago. (quit)
5. Todd… … … … … 10 pounds when he was born. (is)
6. Dan… … … … … his car to car wash. (take)
7. The boys … … … … … off the couch in the morning. (fall)
8. The bride… … … … … after the groom. (run)
9. The hot air balloon at the field… … … … … a lot of attention in yesterday's game.
(draw)
10. My mother… … … … … the birds before we left for vacation. (feed)

Negative Statement

EXAMPLES
Obama lived with his mother’s parents.
Obama didn’t live with his father’s parents.
Obama grew up in Hawaii.
Obama didn’t grow up in Africa.
EXPLANATION
For the negative past tense, we use didn’t +
base form for all verbs (except be), regular
and irregular.

EXERCISE 4 Complete the sentences in negative simple past tense

1. They swam on Saturday but they… ... … … .. … on Sunday.
2. I went to work on Monday but I… ... … … .. … to work on Tuesday.
3. He bought a new car. He… ... … … .. … a second-hand car.
4. She learnt French in high school. She… ... … … .. … French in primary school.
5. We got up early this morning. We… ... … … .. … early yesterday.
6. They did Science at school but they… ... … … .. … Science at University.
Practicum Module English I (EAP)| Ngudi Waluyo University 25
 7. He slept well last night but he… ... … … .. … well the night before.
8. I ate spaghetti for dinner but I… ... … … .. … anything for lunch.
9. You saw Helen but you… ... … … .. … Celia.
10. They lived in Fairfield. They… ... … … .. … in Fairfax.

Questions with the Simple Past Tense

The form is : Was/were + complement

Did + base form of the verbs

EXERCISE 5 Complete the sentences with did/was/were

1. Where … … … … you born?
2. Where … … … … you live when you … … … … a child?
3. … … … … your parents born in the same country as you/
4. What … … … … you do last night?
5. When … … … … your last English class?
6. Where … … … … you go last weekend?
7. Where … … … … your father live when he … … … … young?
8. … … … … it cold last night?
D. Exercise
I. Complete the story!
Yesterday evening I…………………(be) at home, sleeping in front of the television, when
I……………….(hear) a strange noise. I ……………… (wake) up and (run) to the window.
Can you guess what I ................ (see) in the garden? A flying-saucer! I ..................... (think) I was
dreaming so I …………………(go) to the bathroom where I ………………………(have) a shower and I
……………………….(forget) about the flying-saucer. Suddenly something……………………………(strike)
the front door.
A bit afraid, I……………………(take) a baseball bat , walked towards the door and opened it.
Two aliens …………………(be) there, smiling and jumping. They………………(say): 'Could we have
a cup of tea, I …………………………………..(burst) into laughter and asked them to come into the

Practicum Module English I (EAP)| Ngudi Waluyo University 26

 house. I …………………………(put) some water on the stove and ……………………(give) them some
biscuits.
II. Look at the pictures. Rearrange the pictures then compose a paragraph based on the
pictures.

III. Speaking practice

Work in a pair. Take turn to tell about your past experiences. Ask your partner about
her/his experiences.
E. Evaluation Sheet (attached)
F. References
- Redstone, Chris & Gillie Cunningham. 2005. Face 2 Face Elementary Student’s Book.
Cambridge: Cambridge University Press
- Redstone, Chris & Gillie Cunningham. 2005. Face 2 Face Elementary Workbook.
Cambridge: Cambridge University Press

Practicum Module English I (EAP)| Ngudi Waluyo University 27

 CHAPTER VIII
CONCLUSION

This practicum module consists of two competencies. They are writing and oral
competencies. For writing competency, the student has to write descriptive and narrative
paragraphs and for oral competency, the student has to do role play about the topics.

All the activities should be done by the students at their free time so they can manage their
time well.

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 Conversation Rubric

Name : ……………………………………… Teacher :……………………………………………..

Date : ……………………………………….. Title of work : ……………………………………………..

Criteria POINTS
1 2 3 4
Content Meets 2 or Meets 3 Meets 4-5 Meets all 6
less requirements requirements requirements
requirements of the of the of the
of the conversations conversations conversations
conversations (Present,
Preterite,
Imperfect,
Subjunctive,
DOP, IOP)
Fluency Has long gaps Lacking Has a few Effectively uses
of silence continuity awkward all 5 minutes
pauses
Conversation Difficult to Can be Easy to Animated and
understand. understood. understand. easy to
Many Obviously May seem understand
repeated rehearsed with rehearsed with with no
topics and occasional occasional repeated
questions. repeated repeated questions or
topics. topics. topics.
Pronunciation Poor Fair Good Excellent
pronunciation. pronunciation. pronunciation. pronunciation.
The errors Several errors, May have a Easy to
make the but the couple of understand.
speaker speaker can be errors.
difficult to understood.
understand.
Grammar Major errors in Several errors A few minor Generally free
grammar that in grammar. errors in from errors in
make the grammar. grammar
speaker (noun/adjective
difficult t agreement,
understand. appropriate
verb tenses).
TOTAL

Teacher comments:
……………………………………………………………………………………………………………………………………………………

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 Writing Assessment and Evaluation Rubric
Name : ……………………………………… Teacher :……………………………………………..
Date : ……………………………………….. Title of work : ……………………………………………..

Descriptive Writing

Focus/ Organization Comments

 The description fulfills its purpose by
presenting a clear and complete picture
 The description is appropriate for its
intended audience
 The details are presented in recognizable
and appropriate order. Score… …. …/35
Elaboration/Support/Style Comments
 Sensory details and exact words are used
 The details are sufficient and
appropriate
 Transition words are used effectively
Score… …. …/35
Grammar, Usage, and Mechanics Comments
 The writing is free of misspelling and
words are capitalized correctly
 Sentences are punctuated correctly, and
the piece is free of fragments and run-
ons
 Standard English usage is employed
 The paper is neat, legible and presented
in an appropriate format Score… …. …/30
Engagement in the Writing Process Comments
The student
Made a prewriting plan
Discussed the draft with a partner or
small group
Contributed questions and suggestions
to other writers
Revised the draft
Proofread the final draft

Overall Score… …. …/100

Practicum Module English I (EAP)| Ngudi Waluyo University 30