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LANGUAGES AND CULTURES DEPARTMENT 2017-2

Exit Profile

By the end of level 6, students will demonstrate a solid understanding of written and oral texts related to living spaces, weird news, trade and money use, the
latest advances in medicine, inspiration people, communication, and experts of different fields. Similarly, students will produce an argumentative written
composition. Students will also talk, express preferences and give reasons about weird news, homes, and technological advantages in medicine through speaking
class tasks. Furthermore, learners will use Information and Communication Technologies (ICT) and learning strategies to become responsible for their own learning.

LEVEL 6- PROGRAM

First Term 30% -Weeks 1 – 7 30% 1st Exams- Weeks 8 and 9 Second Term 40%- Weeks 10 - 16

Platforms Work 4%
Grammar Quiz 7% Platform Work (My ELT) 3% Virtual Sabana (CPS)
Class Task 2 6% My ELT

Class Task 1 8% Listening 5% Class Task 3 6%


Grammar Quiz 5%

Writing process: Persuasive essay 11% Final exams


Outline: 4% Reading 5% Reading 5%
Final version: 7% Listening 5%
Speaking 5%

Writing process: Persuasive essay 8%


Platform Work (Virtual Sabana - CPS) 4% Speaking 6% Draft: 5%
Final versión (writing exam): 5%

Writing (final versión) 5%


First and Second Cut

Living Space / Weird News / Trade (Modules 7-8-9)


Students will be able to perform interpretive, interactional and presentational tasks that require using communicative, cultural and ICT competences

Tasks Situations, topics and language Competences

Interpretive tasks: Vocabulary related to : Speaking


 Students read and show understanding of texts  The natural world weird The student can:
related to neighborhoods, the present and past of characteristics  keep up conversations of a casual nature for
cities/countries, mysteries and products.  Money / Shopping an extended period of time.
 Students listen to and show understanding of  discuss cultural topics with a good degree of
recordings related to living arrangements, homes Grammar Structures: fluency and range of expressions.
around the world, places where people live, unusual  Modal verbs (Speculation in  use academic vocabulary to describe cities
mysteries in nature/countries, people´s shopping present and past) house design, mysteries, producers and
habits, and online banking.  Passive voice products.
 use appropriate expressions to naturally react
Interactional task: Language of negotiation: to surprising news.
 Students speculate about news in the present and in  Expressing preferences and giving  use appropriate grammar structures and
the past. Report current news. Reasons language of negotiation to talk about towns,
 Students discuss saving money, brands and  Reacting to surprising news cities, mysteries, producers, products.
negotiating.  self- monitor and self-correct pronunciation
mistakes.
Presentational task: Argumentative essay  work collaboratively in order to.
Rhetorical Structure:
 develop critical thinking, problem solving and
The purpose of writing an argumentative essay is to influence decision making skills by practicing public
or change the reader's thoughts or opinions on a particular speaking.
topic.
 1st paragraph - Introduction: the writer introduces Writing
the topic using a hook and a thesis statement. The student can:
 2nd and 3rd paragraphs – Arguments: The writer  report and describe about a famous or strange
explains two arguments to support a thesis. news item or mystery.
Target tasks:  follow the rhetorical structure to persuade
Task 1 others about one topic.
Preparation:  use a wide range of connectors and linking
words.
• CPS: Each student finds a video or article about recent  use the appropriate grammar structures.
weird news. For example, surprising stories or  use appropriate punctuation.
mysteries. They will use well-known sources of
information to avoid inappropriate topics for our Listening
academic context. The student can:
• In groups of four, every student reports why his/her  identify the main points of various listening
video is interesting. activities.
• Every group chooses a piece of news.  understand the main points of clear standard
• Prepare a four-minute news program section. speech and relate the information to their
experiences.
Outcome  infer the meaning of unknown words by the
News program section presentation. context.
 check for information.
Evaluation: Teachers will use a rubric or checklist to evaluate
 understand extracts from stories.
students’ performance.
 answer True/false and multiple choice
questions.
Reading
The student can:
 identify the main ideas from texts.
 Outline information from a text.
 understand vocabulary from context.
 Match paragraphs to prompts.
 complete Jigsaw exercises.
 complete Multiple choice exercises.

Task 2

Preparation:
• In groups of 4, students prepare a fair of
Colombian products or services.

• Students will include:


• Description of the product or service.
• Advertisement.

Outcome

Colombian products and services fair.

Evaluation: Teachers will use a check list to evaluate students’


performance.

Independent work:

Week 1:
-Students work on the Class Preparation Session (CPS) of writing suggested in Virtual Sabana.

Weeks 2, 3, 4, 5 and 6:
-Virtual Sabana will have activities related to vocabulary, listening, reading and writing to be prepared for
the face-to-face classes. Students will also get familiar with strategies to take listening and reading exams.

Week 7:
-Preparation for the exams

Third Cut

No limits! – Connections - Experts (Modules 10 – 11 – 12)


Students will be able to perform interpretive, interactional and presentational tasks that require using communicative, cultural and ICT competences

Tasks Situations, topics and language Competences


Interpretive tasks: Vocabulary related to: Speaking
 Students read and show understanding of texts  Medicine The student can:
related to Life on Mars, social networking, and  Communications and  talk about medicine, inspirational people, news
expeditions. Technology stories, personal communication and digital media
 Students listen to and show understanding of  Field Trips using grammar tenses and structures.
recordings related to bionic bodies, news  make choices based on their opinion.
headlines, experiences, and field experts’ Grammar Structures:  talk about the positive and negative aspects of
experiences.  Second conditional medical advances.
 Reported Speech and  exchange opinions
Interactional task: Reporting Verbs  keep up conversations of a casual nature for an
 Students talk about medicine, inspirational  Third Conditional extended period of time.
people.  discuss cultural topics with a good degree of fluency
 Students express their ideas about news stories, and range of expression.
personal communication and digital media.  develop critical thinking, problem solving and
 decision making skills by practicing public speaking.
Presentational task: Persuasive essay  provide their personal opinion in regards to social
Rhetorical Structure: medium advantages and disadvantages.
The purpose of writing a persuasive essay is to influence
or change a reader's thoughts or opinions on a particular Writing
topic. The student can:
 4th paragraph –Counter argument: The writer  outline and write a persuasive essay.
goes against his thesis statement and it needs a  use target structures and vocabulary given to
refutation. A refutation is a response that persuade about different topics.
disproves the counterargument.
Listening
 5th Paragraph- Conclusion: restate thesis, The student can:
summarize arguments and a concluding  identify the main points of various listening
sentence or call to action. activities.
 infer the meaning of unknown words by the context.
Target Task  make choices based on a listening task.
 answer true/false and multiple choice questions.
Task 3-Preparation:  identify descriptive vocabulary.
 understand vocabulary related to media and
• Organize groups of 4 and choose a topic to teach technology.
classmates about:
• Medicine Reading:
• Law The student can:
• Arquitecture  identify main ideas from academic texts.
• Art  understand vocabulary from context.
• Technology  understand texts about media and technology.
• Entertainment  solve Jigsaw readings.
• Politics  solve multiple choice questions.
• Education
• Others….

• Get up to date information about the topic and


write the script of a hands on show. Include:
• Name of the show
• Background music
• Introduction
• Materials.
• Experts description of the process
(Could/Should have and Third
conditional)
• Interaction between the audience and
presenters.
• Present live.

Outcome
Hands on show presentation.

Evaluation: Teachers will use a rubric to evaluate


students’ performance.
Independent work

Weeks 9-15:
-Students practice grammar and vocabulary.
-Virtual Sabana will have activities to practice class topics and the type of questions for the exams.

Week 16:
-Preparation for the exams

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