1. Resources Folder
Activity 1
Game: “do you remember?”
Objective: to elicit previous knowledge
Stage: Lead in
Skill: Speaking, listening
System of the
Vocabulary and grammar
language:
Context: Elementary level (English I university students)
General
description:
It is used for a review class
Ss are separated into two or three groups depending on size of the class.
The first team chooses a category, in which they will find 3 questions. Each
question gives an amount of points. Q1: 2 pts, Q2:4 pts and Q3: 8pts.
They need to answer the questions correctly in order to get the points.
There should be a winner.

2. Scoring instrument: Check list
Criteria Yes No
Student understands the instructions
Student uses full sentences to answer
Student has a good use of English
student is fluent
Student participate in the activity

3. Activity 2
Ask your classmate
Objective: To ask a classmate about his/her personal information
Stage: Freer practice
Skill: Speaking, listening
System of the
Grammar and vocabulary
language:
Context: Elementary level (English I university students)
General
description:
Students will work in pairs and they would have to ask each other about their
personal information.
They will have to take turns of 2 minutes each.
They would need to use the structure already presented.
Activity adaptation
Ask your classmate
Objective: To ask a classmate about his/her personal preferences (likes and dislikes)
Stage: Freer practice
Skill: Speaking
System of the
Grammar and vocabulary
language:
Context: 8º grade
General
description:
Students will work in groups of 4 and they would have to ask each other about
their personal information.
They will have to take turns of 2 minutes each.
They would need to use the structure already presented.
After asking and listening they would have to report one of his/her classmates’
preferences.
Scoring instrument:
Excellent Good Needs improvement
Accuracy
Sentences are
grammatically correct,
there are no grammar
mistakes.
Sentences have some
grammar mistakes
that do not interfere
with the meaning of
them.
There are several
grammar mistakes
which make the
sentences difficult to
understand.
Fluency
The speech is fluent,
there are hesitations
that do not interfere
with the meaning.
There are some
hesitations and stops
that interfere with the
meaning in a
minimum level.
There are several
stops that interfere
significantly with the
meaning of the
sentences.
Pronunciation
The pronunciation is
clear and there are no
relevant mistakes.
The pronunciation
presents some flaws
that interfere partially
with the meaning of
the sentences.
The pronunciation is
unclear, it is difficult
to understand the
message.
Relevant content
The arguments given
are relevant for the
objective of the
activity.
Some of the
arguments given are
not relevant for the
purpose of the
activity.
The arguments given
are in great part
irrelevant for the goal
of the activity.

4. Activity 3
Create an identity based on a picture
Objective: To introduce yourself using present simple, orally
Stage: Freer practice
Skill: Writing
System of the
Grammar
language:
Context: Elementary level (English I university students)
General
description:
Students give one piece of personal information about the girl in the image
using first person singular and present simple, as if they were her. The first one
on the left starts and then continues the student on his/her right until
everybody had had the chance to participate.
Activity 3Adaptation
Report what she said
Objective: To report personal information to a friend, orally.
Skill: Listening, speaking
Stage: While listening
System of the
Grammar, vocabulary
language:
Context: Intermediate level
General
description:
The teacher acts as he/she were the girl in the picture introducing herself.
Students take notes and then write down 6 sentences about what he/she said
using the structure of reported speech.

5. Activity 4
Tell you classmate
Objective: To assess students’ progress
Stage: production
Skill: Speaking and listening
System of the
Grammar, vocabulary
language:
Context: Elementary level (English I university students)
General
description:
Students would need to tell a classmate about their favorite weather condition
they would have 5 minutes each.
After finishing they would need to report what they have learnt about their
classmates
Activity Adaptation
Tell you classmate
Objective: To assess students’ progress
Stage: production
Skill: Writing and reading
System of the
Grammar, vocabulary
language:
Context: Elementary level (English I university students)
General
description:
Students would need to write about their favorite weather condition
they would have 5 minutes
After finishing they would need to give it to the teacher.
The teacher would give out the pieces of writing to different students
Students would need to guess to whom belongs the piece of writing they
received.
Scoring instrument: Rubric
Outstanding Student writes using a correct grammatical
structure. Student includes 5 or more
adjectives in the writing. Student gives at least
2 reasons for his/her choice
Acceptable Student writes using an understandable
grammatical structure. Student includes at
least 4 adjectives in the writing. Student gives
at least 1 reason for his/her choice.
Needs more practice Student writes using a non appropriate
grammatical structure. Student includes 3
adjectives in the writing. Student gives no
reason for his/her choice.
Task not fulfilled Student does not know the grammatical
structure. Student includes 2 adjectives in the
writing. Student gives no reason for his/her
choice.

6. Activity 5
Describe using adjectives
Objective: To asses students understanding
Stage: production
Skill: Writing
System of the
Grammar and vocabulary
language:
Context: Elementary level (English I university students)
General
description:
Students would need to describe in a short letter their ideal holidays.
They would have 10 minutes.
After finishing teacher would ask some students (volunteers) to read it aloud.
Scoring instrument: Rubric
Outstanding Students included 5 or more adjectives in the
letter, their writing was clear and accurate,
Acceptable Students included 4 or more adjectives in the
letter; their writing was almost clear and
accurate, with some irrelevant mistakes.
Needs more practice Students included 3 adjectives in the letter,
their writing was more or less clear and
accurate, with some mistakes that made it
difficult to understand.
Task not fulfilled Students included 2 or less adjectives in the
letter, their writing was unclear most of the
time.

7. Activity 6
Debate
Objective: To evaluate students’ learning
Stage: Production
Skill: Speaking
System of the
Grammar, vocabulary
language:
Context: Elementary level, 1st medio students
General
description:
Students are divided into 2 groups, 1 of the is in favour of visiting the
countryside during holidays and the other one is in favour of staying in the city.
They agree 5 reasons for supporting each side and 1 student from every group
reports the final decisions.
Scoring instrument: Rubric
Excellent Good Needs improvement
Accuracy
Sentences are
grammatically correct,
there are no grammar
mistakes.
Sentences have some
grammar mistakes
that do not interfere
with the meaning of
them.
There are several
grammar mistakes
which make the
sentences difficult to
understand.
Fluency
The speech is fluent,
there are hesitations
that do not interfere
with the meaning.
There are some
hesitations and stops
that interfere with the
meaning in a
minimum level.
There are several
stops that interfere
significantly with the
meaning of the
sentences.
Pronunciation
The pronunciation is
clear and there are no
relevant mistakes.
The pronunciation
presents some flaws
that interfere partially
with the meaning of
the sentences.
The pronunciation is
unclear, it is difficult
to understand the
message.
Relevant content
The arguments given
are relevant for the
objective of the
activity.
Some of the
arguments given are
not relevant for the
purpose of the
activity.
The arguments given
are in great part
irrelevant for the goal
of the activity.
Creativity
The ideas which were
proposed are original
and creative.
Some ideas proposed
are copied from the
workbook.
The total of ideas
proposed is copied
from the workbook.

8. Activity 7
Create 4 comparisons using comparative form
Objective: Reinforce the grammatical content of the reading
.
Stage: While-reading
Skill: Grammar, vocabulary
System of the
Reading, writing
language:
Context: Elementary level, 7th grade
General
description:
After reading a text, students create 4 more comparisons using information
from this source.
Adaptation
Activity: Identify 8 adjectives used in comparative form
Objective: Practice pronunciation of adjectives used in comparative form
Stage: Presentation
System of the
Vocabulary, phonetics
language:
Context: Elementary level, 7th grade
General
description:
Students identify 8 adjectives from a text used in comparative form, and
teacher asks how they are pronounced. T corrects them pronouncing correctly,
and he/she asks for a choral repetition 3 times, then he/she asks for individual
repetition to 10 students chosen randomly as many times as they can
pronounce in the right way.
Scoring instrument: Checklist
Yes No
Student pronounce correctly in his/her first
attempt
Student pronounce correctly in his/her second
or third attempt
Student stress the word correctly

9. Activity 8
Role play: Create and perform an imaginary interview using comparative form
Objective: Put in practice the grammatical content
Stage: Post-reading
Skill: Writing, Speaking
System of the
language:
Grammar, vocabulary
Context: Elementary level, 7th grade.
General
description:
In pairs, the students should create an interview that includes 5 comparatives
form. Student A is the interviewer and Student B is the interviewed who lives
in a foreign country. They have 15 minutes to complete the task before
perform it.
Scoring instrument: Holistic rubric
Outstanding Students included 5 or more comparatives in
the interview, their speech was clear and
fluent, they included 5 or more adjectives with
the correct use of the comparative
Acceptable Students included 4 or more comparatives in
the interview; their speech was almost clear
and fluent, with some irrelevant mistakes; they
included 4 or adjectives with the correct use of
the comparative.
Needs more practice Students included 3 comparatives in the
interview, their speech was more or less clear
and fluent, with some mistakes that made it
difficult to understand; they included 3
adjectives with the correct use of the
comparative
Task not fulfilled Students included 2 or less comparatives in the
interview, their speech was unclear and
hesitating most of the time, they included 2 or
less adjectives with the correct use of the
comparative

10. Activity 9
Invitation according to an image
Objective: Practice the use of expressions for invitations
Stage: Freer practice
Skill: Speaking
System of the
Grammar, vocabulary
language:
Context: Elementary level (English I university students)
General
description:
Teacher shows a picture for every student and the name of this place. The
student invites the person on his/her right and the invited answers accepting
or refusing. Then the latter invites the following continuing the sequence.
Activity Adaptation
Create a role play
Objective: To create an opportunity to practice an interaction for invitation
Stage: Production
Skill: Speaking, listening, writing
System of the
Grammar, vocabulary
language:
Context: Elementary level (English I university students)
General
description:
Teacher show 3 pictures for every student and the name of these places.
Students create a role play which includes 3 questions for invitations, 2
negative answers with their respective excuse, and a positive answer.
Students have 15 minutes to create this role play before performing it.
Scoring instrument: Holistic Rubric
Outstanding Students included 3 questions for invitations, 2
negative answers with their respective excuse,
and a positive answer in the role play, their
speech was clear and fluent, there are no
grammar or pronunciation mistakes.
Acceptable Students included 2 questions for invitations, 2
negative answers with their respective excuse,
or one negative plus one positive answer in the
role play, their speech was most of the times
clear and fluent with some irrelevant mistakes
and hesitations, there is no grammar or
pronunciation mistakes.
Needs more practice Students included 1 question for invitations, 1
negative answer with their respective excuse,
or 1 positive answer in the role play, their
speech more or less clear and fluent, there are
some grammar and pronunciation mistakes
that affect the understanding of the
production.
Task not fulfilled Students did not create any product.

11. Activity 10
Invite someone who can accept your invitation according to your timetable.
Objective: Practice expressions of invitations
Stage: Production
Skill: Reading, Speaking
System of the
language:
Grammar, vocabulary
Context: Elementary level (English I university students)
General
description:
Every student has a schedule which has some activities during the week and
some free spaces. They should invite someone in their free time according to
this information, indicating the hour of the meeting. Then the requested
students should answer if the accept or if they cannot assist, giving their
excuse.
Give an answer to the invitation
Objective: Comprehend specific information of an oral text.
Stage: Freer practice
Skill: Listening
System of the
language:
Grammar, vocabulary
Context: Elementary level (English I university students)
General
description:
Every student has the Mary’s schedule which has some activities during the
week and some free spaces. Students should listen to a record with 5 different
people inviting Mary to go out in a certain hour, and then they should indicate
which invitations could be chosen by the woman, according to her availability.
Scoring instrument: Answer key
Activity Adaptation
Instructions: Read Mary’s schedule carefully and complete the task after listening the record
twice.
Mary’s schedule
Wesnesday Thursday Friday
1:00 pm Science class Studying Science
2:00 pm Mathematics class English class Go shopping
3:00 pm Studying mathematics Babysitting
4:00 pm Play hockey Meeting with friends

12. I. - What invitations can Mary accept?
a. Robin’s invitation
b. Paula’s invitation
c. Alice’s invitation
d. George’s invitation
e. Emma’s invitation