The document outlines 7 levels of progress in listening skills. Each level provides examples of skills and abilities students should demonstrate at that level, such as activating background knowledge, understanding global meaning, recognizing sounds, and applying cognitive strategies. The levels progress from very basic skills like understanding short texts supported by visuals, to more advanced skills like interpreting complex inferences and evaluating arguments. Can-do statements are also provided for each level as examples of what a student achieving that level can demonstrate.
This document outlines the assessment criteria for Phase 2 of the English 4o ESO course. It is divided into 4 criteria: A) Oral Communication, B) Visual Interpretation, C) Reading Comprehension, and D) Writing. Each criterion is scored out of a maximum of 8 points and describes achievement levels and level descriptors to evaluate students' language proficiency in the areas of speaking, visual interpretation, reading, and writing in English.
This document outlines four criteria (oral communication, visual interpretation, reading comprehension, and writing) used to assess language proficiency on a scale of 0 to 8. For each criterion, level descriptors provide details of the skills demonstrated by students at different achievement levels. Higher levels indicate stronger abilities such as understanding more complex ideas, engaging more with texts, and communicating more substantial information with better grammar and structure.
The document outlines criteria and achievement levels for oral communication, visual interpretation, reading comprehension, and writing in an examination.
It describes 4 criteria (oral communication, visual interpretation, reading comprehension, writing) each worth a maximum of 8 points. For each criterion, it provides descriptors for achievement levels 0 to 8, defining the skills and understanding expected at each level.
The achievement levels progress from having difficulty with basic skills at lower levels, to demonstrating thorough understanding and application of skills at the highest levels. Comprehension and communication abilities increase in complexity from familiar to some unfamiliar situations as the levels increase.
This document discusses models of communicative language ability and the role of grammar within those models. It summarizes Lado's skills-and-elements model which viewed language as separate skills of phonology, structure, and lexicon. Later models recognized grammar's relationship to meaning and context. Canale and Swain's model defined grammatical competence as rules of form and meaning, but did not distinguish their relationship. Bachman and Palmer's comprehensive model views language ability as consisting of organizational knowledge, including grammatical and textual knowledge, and pragmatic knowledge, including functional and sociolinguistic knowledge. It defines the components of grammar and their relationship to meaning and language use.
This document outlines the assessment criteria for Phase 4 of the Language B course in 4o ESO (fourth year of secondary school). It describes four criteria: A) Oral Communication, B) Visual Interpretation, C) Reading Comprehension, and D) Writing. For each criterion, it provides descriptors to evaluate student performance at different achievement levels from 0 to 8. The performance levels describe students' ability to understand and engage with information presented orally, visually, in writing in familiar and unfamiliar situations.
1) Knowing a word involves understanding its probability of occurrence, associated words, and syntactic behavior.
2) A word's meaning depends on context, including variations based on function, situation, and register.
3) The goal of vocabulary teaching is more than memorizing words; it requires understanding a word's semantic value, meanings, and relationships to other words in the language system.
The document discusses pragmatics and discourse analysis. Pragmatics is the branch of linguistics that deals with language use in communication, taking into account aspects like how people use background knowledge to interpret discourse. Discourse analysis studies how utterances form larger meaningful units like conversations, searching for what gives discourse coherence. It focuses on language use beyond the sentence level.
Language Assessment - Assessing Reading Full Description with Picture and Cha...EFL Learning
There are four main elements of the reading process: the reader, the text, the reader's goal, and the result of the reading. Reading tasks can be categorized as perceptive, selective, interactive, or extensive based on whether they focus on bottom-up or top-down processing and form versus meaning. Common reading tasks include cloze, comprehension questions, ordering, and information transfer. Test design should consider the type of reading, length, focus, and processing involved.
This document outlines the assessment criteria for Phase 2 of the English 4o ESO course. It is divided into 4 criteria: A) Oral Communication, B) Visual Interpretation, C) Reading Comprehension, and D) Writing. Each criterion is scored out of a maximum of 8 points and describes achievement levels and level descriptors to evaluate students' language proficiency in the areas of speaking, visual interpretation, reading, and writing in English.
This document outlines four criteria (oral communication, visual interpretation, reading comprehension, and writing) used to assess language proficiency on a scale of 0 to 8. For each criterion, level descriptors provide details of the skills demonstrated by students at different achievement levels. Higher levels indicate stronger abilities such as understanding more complex ideas, engaging more with texts, and communicating more substantial information with better grammar and structure.
The document outlines criteria and achievement levels for oral communication, visual interpretation, reading comprehension, and writing in an examination.
It describes 4 criteria (oral communication, visual interpretation, reading comprehension, writing) each worth a maximum of 8 points. For each criterion, it provides descriptors for achievement levels 0 to 8, defining the skills and understanding expected at each level.
The achievement levels progress from having difficulty with basic skills at lower levels, to demonstrating thorough understanding and application of skills at the highest levels. Comprehension and communication abilities increase in complexity from familiar to some unfamiliar situations as the levels increase.
This document discusses models of communicative language ability and the role of grammar within those models. It summarizes Lado's skills-and-elements model which viewed language as separate skills of phonology, structure, and lexicon. Later models recognized grammar's relationship to meaning and context. Canale and Swain's model defined grammatical competence as rules of form and meaning, but did not distinguish their relationship. Bachman and Palmer's comprehensive model views language ability as consisting of organizational knowledge, including grammatical and textual knowledge, and pragmatic knowledge, including functional and sociolinguistic knowledge. It defines the components of grammar and their relationship to meaning and language use.
This document outlines the assessment criteria for Phase 4 of the Language B course in 4o ESO (fourth year of secondary school). It describes four criteria: A) Oral Communication, B) Visual Interpretation, C) Reading Comprehension, and D) Writing. For each criterion, it provides descriptors to evaluate student performance at different achievement levels from 0 to 8. The performance levels describe students' ability to understand and engage with information presented orally, visually, in writing in familiar and unfamiliar situations.
1) Knowing a word involves understanding its probability of occurrence, associated words, and syntactic behavior.
2) A word's meaning depends on context, including variations based on function, situation, and register.
3) The goal of vocabulary teaching is more than memorizing words; it requires understanding a word's semantic value, meanings, and relationships to other words in the language system.
The document discusses pragmatics and discourse analysis. Pragmatics is the branch of linguistics that deals with language use in communication, taking into account aspects like how people use background knowledge to interpret discourse. Discourse analysis studies how utterances form larger meaningful units like conversations, searching for what gives discourse coherence. It focuses on language use beyond the sentence level.
Language Assessment - Assessing Reading Full Description with Picture and Cha...EFL Learning
There are four main elements of the reading process: the reader, the text, the reader's goal, and the result of the reading. Reading tasks can be categorized as perceptive, selective, interactive, or extensive based on whether they focus on bottom-up or top-down processing and form versus meaning. Common reading tasks include cloze, comprehension questions, ordering, and information transfer. Test design should consider the type of reading, length, focus, and processing involved.
1) Countries that sign trade agreements with the USA benefit from significant growth in imports of US agricultural exports. Between 2004-2014, US agricultural exports to those countries increased over 145% from $24 billion to $59 billion.
2) The most recent US trade agreements with Colombia, Panama, and South Korea that took effect in 2012 have led to significant gains in US exports of many food and agricultural products. Soybean, soymeal and soy oil exports to those countries increased from less than $595 million in 2011 to over $960 million in 2014.
3) Under the Dominican Republic-Central America Free Trade Agreement, US exports to the Dominican Republic and five Central American countries have more than doubled from $
A NEW METHOD OF TEACHING FIGURATIVE EXPRESSIONS TOIRANIAN LANGUAGE LEARNERScscpconf
In teaching languages, if we only consider direct relationship between form and meaning in language and leave psycholinguistic aside, this approach is not a successful practice and language learners won't be able to make a successful relation in the real contexts. The present study intends to answer this question: is the teaching method in which salient meaning is taught more successful than the method in which literal or figurative meaning is taught or not? To answer the research question, 30 students were selected. Every ten people are formed as a group and three such groups were formed. Twenty figurative expressions were taught to every group. Group one was taught the figurative meaning of every expression. Group two was taught the literal meaning and group three was taught the salient meaning. Then three groups were tested. After analyzing data, we concluded that there was a significant difference in mean grades between classes and the class trained under graded salience hypothesis was more successful. This shows that traditional teaching methods must be revised.
The document provides marking criteria for an English Language exam, outlining two parts - a commentary on language use in a passage and a directed writing task based on the passage. For both parts, marks are awarded based on the candidate's knowledge, understanding, and analysis of language as well as the organization and effectiveness of their written response. Higher marks are given for more perceptive, thorough, and well-structured answers.
This document provides an overview of language processing and the comprehension and expression of language from a cognitive psychology perspective. It discusses the basic structure of language including phonology, syntax, and semantics. It also examines the processes involved in language production, speech perception and comprehension, and language development. Key models of language comprehension are described, including Kintsch's model which represents text as propositions that are organized into a hierarchical structure. The document aims to analyze the microstructure of the entire language process as it occurs in real time.
This document provides an overview of analyzing communication for TESOL teacher training. It discusses the International Phonetic Alphabet for learning sounds of the English language. It also examines word classes that make up grammar and allow listeners to understand context from speakers. TESOL trainees will learn to identify functions and notions, and how these add meaning to written and spoken passages. They will be introduced to language register, mode, manner, and field to better understand context. Finally, the document discusses genre and how TESOL trainees will learn to analyze the structures of genres like reports, procedures, explanations and discussions.
Use of partial information in learning to read chinese characters 3yuxuan liu
This study investigated whether Chinese children can use partial information from phonetic components to learn pronunciations of unfamiliar compound characters. The study presented 49 2nd graders and 56 4th graders whose home language was Mandarin, and 75 2nd graders and 93 4th graders whose home language was Cantonese, with characters of four types: regular characters containing full pronunciation information; tone-different characters containing partial tone information; onset-different characters containing partial onset information; and irregular characters containing no information. Children learned more regular and partial-information characters than irregular characters, and Mandarin speakers learned more than Cantonese speakers.
This document provides an introduction and background on natural language processing (NLP). It discusses the key categories of linguistic knowledge needed for NLP, including phonetics, morphology, syntax, semantics, pragmatics, and discourse. It also explains that NLP tasks involve resolving ambiguity at these different levels of language. Common models and algorithms used in NLP are described, such as state machines, formal rule systems, logic, and probabilistic models. Machine learning approaches are also discussed for automatically learning NLP representations.
Introduction to the k to 12 integrated language arts competenciesWhiteboard Marker
The document outlines the Integrated Language Arts Curriculum for primary grades in the Philippines. It details 14 language and literacy domains that will be taught from Kindergarten to Grade 3 using the students' mother tongue, Filipino, and English. The skills within each domain will spiral across grade levels to develop strong linguistic foundations. By Grade 3, students are expected to demonstrate competencies within each domain using their oral and written language skills.
Students progress through levels of spelling ability from 0.5 to level 4.75. The document outlines progression points and indicators of progress for each level. It provides examples of work demonstrating spelling skills developing towards or meeting each standard. For each level it describes how students spell words, use letter-sound relationships, and strategies for attempting unfamiliar words.
This document discusses linguistics and contrastive linguistics. It provides background on the fields and their goals. Linguistics is the scientific study of language and languages, while contrastive linguistics specifically compares two or more languages to understand their differences and similarities. The fields aim to better understand how humans communicate through language and to apply those understandings to areas like language teaching and learning.
The document provides a self-assessment grid based on the Common European Framework of Reference for Languages. It outlines 6 levels - A1, A2, B1, B2, C1, and C2 - for 4 language skills: Listening, Reading, Spoken Interaction, Spoken Production, and Writing. For each level and skill, it provides a brief 3 sentence description of the language abilities and tasks that someone at that level would be expected to demonstrate. The grid allows language learners to assess their own abilities and proficiency level in different skills.
Properties of school chinese,implications for learning to read 4yuxuan liu
This document analyzes the properties of the 2,570 Chinese characters taught in elementary schools in China, including their visual complexity, phonetic regularity, semantic transparency, and other features. Some key findings are that characters introduced in earlier grades tend to have fewer strokes and be less phonetically regular or semantically transparent than those in later grades. Low-frequency characters also tend to be more complex, regular, and transparent than high-frequency characters. The analysis suggests the writing system has an internal logic that can help children learn characters if they understand this logic.
John de Jong - Understanding rating scales eaquals
The document discusses understanding rating scales and language proficiency levels. It provides detailed descriptors for levels within the Common European Framework of Reference (CEF) from below A1 to C2. It also discusses using a global scale of English from 10 to 90 that maps onto CEF levels to address some disadvantages of the CEF. The document contains examples of interpreting exam data to determine the difficulty levels of test items based on candidate performance.
This presentation focuses on three mai component that are relevant to implement and achieve language competencies. i.e. , the acquisition of word meaning,
teh foramtion of concepts, and the undrstanding of the socio- cultural meaning of language.
This document discusses discourse coherence and the strategies used for interpreting discourse. It defines key terms like inference, background knowledge, explicature, and implicature. Inference refers to information not explicitly stated but implied in a discourse. Background knowledge is what someone already knows about a topic to help them understand new information. Explicature is the explicit information in a text, while implicature is the implied meaning derived from context. Coherence in discourse relies on inferences made using background knowledge. Discourse markers and punctuation help connect ideas and establish relationships between parts of a text.
The document describes 12 discourse analysis tools for analyzing any communication:
1. The Deixis Tool analyzes how context is referenced and assumptions are made.
2. The Fill In Tool identifies what must be inferred from context.
3. The Making Strange Tool adopts an outsider's perspective to identify unclear elements.
Exploiting rules for resolving ambiguity in marathi language texteSAT Journals
Abstract
Natural language ambiguity is a situation involving some words having multiple meanings/senses. This paper discusses natural
language ambiguity and its types. Further we propose a knowledge based solution to resolve various types of ambiguity occurring
in Marathi language text. The task of resolving semantic and lexical ambiguity occurring in words to obtain the actual sense is
referred as Word Sense Disambiguation (WSD). Marathi language is the official and commonly spoken language of Maharashtra
state in India. Plenty of words in Marathi are spelled same as well as uttered same but are semantically (meaning-wise/ sensewise)
different. During the automatic translation, these words lead to ambiguity. Our method successfully removes the ambiguity
by identifying the correct sense of the given text from the predefined possible senses available in Marathi Wordnet using word and
sentence rules. The method is applicable only for word level ambiguity. Structural ambiguity is not handled by this system. This
system may be successfully used as a subsystem in other Natural Language Processing (NLP) applications.
Key Words: Word Sense Disambiguation, Natural Language Processing, Marathi, Marathi Wordnet, ambiguity,
knowledge based
The document provides information about a collection of test assignments for the state final certification exam in English for 9th grade students in Ukraine. It was compiled by a group of educators and approved by the Ministry of Education and Science of Ukraine. The collection contains 100 variants of assignments to test reading, writing, and speaking skills based on authentic English language texts from Britain, the United States, and other countries. The assignments are designed to evaluate students' formation of communicative competence in line with the goals of the English curriculum.
The document discusses different types of language including abstract, concrete, general, and specific terms. Abstract terms refer to concepts that cannot be directly experienced by the senses, while concrete terms refer to objects or events that can be sensed. General terms refer broadly to groups, while specific terms refer narrowly to individuals or single instances. The document provides examples to illustrate how more specific or concrete terms are easier to understand and visualize than abstract or general terms.
La Universidad Adolfo Ibáñez organizará un evento de orientación vocacional el sábado 22 de agosto a las 11:30 hrs en su campus de Viña del Mar, donde los estudiantes podrán realizar un test vocacional y recibir información sobre las carreras universitarias. El evento contará con buses de acercamiento gratuitos desde la estación Libertad con 4 Norte.
The document discusses the meanings of abstract, concrete, general, and specific. Abstract refers to concepts or ideas that can have changing meanings over time, like freedom or success. Concrete refers to tangible objects or experiences that can be sensed, whose meanings remain stable, like spoons or tables. General terms refer to groups, like army or furniture. Specific terms refer to individuals within those groups, like a specific soldier or a particular chair.
1) Countries that sign trade agreements with the USA benefit from significant growth in imports of US agricultural exports. Between 2004-2014, US agricultural exports to those countries increased over 145% from $24 billion to $59 billion.
2) The most recent US trade agreements with Colombia, Panama, and South Korea that took effect in 2012 have led to significant gains in US exports of many food and agricultural products. Soybean, soymeal and soy oil exports to those countries increased from less than $595 million in 2011 to over $960 million in 2014.
3) Under the Dominican Republic-Central America Free Trade Agreement, US exports to the Dominican Republic and five Central American countries have more than doubled from $
A NEW METHOD OF TEACHING FIGURATIVE EXPRESSIONS TOIRANIAN LANGUAGE LEARNERScscpconf
In teaching languages, if we only consider direct relationship between form and meaning in language and leave psycholinguistic aside, this approach is not a successful practice and language learners won't be able to make a successful relation in the real contexts. The present study intends to answer this question: is the teaching method in which salient meaning is taught more successful than the method in which literal or figurative meaning is taught or not? To answer the research question, 30 students were selected. Every ten people are formed as a group and three such groups were formed. Twenty figurative expressions were taught to every group. Group one was taught the figurative meaning of every expression. Group two was taught the literal meaning and group three was taught the salient meaning. Then three groups were tested. After analyzing data, we concluded that there was a significant difference in mean grades between classes and the class trained under graded salience hypothesis was more successful. This shows that traditional teaching methods must be revised.
The document provides marking criteria for an English Language exam, outlining two parts - a commentary on language use in a passage and a directed writing task based on the passage. For both parts, marks are awarded based on the candidate's knowledge, understanding, and analysis of language as well as the organization and effectiveness of their written response. Higher marks are given for more perceptive, thorough, and well-structured answers.
This document provides an overview of language processing and the comprehension and expression of language from a cognitive psychology perspective. It discusses the basic structure of language including phonology, syntax, and semantics. It also examines the processes involved in language production, speech perception and comprehension, and language development. Key models of language comprehension are described, including Kintsch's model which represents text as propositions that are organized into a hierarchical structure. The document aims to analyze the microstructure of the entire language process as it occurs in real time.
This document provides an overview of analyzing communication for TESOL teacher training. It discusses the International Phonetic Alphabet for learning sounds of the English language. It also examines word classes that make up grammar and allow listeners to understand context from speakers. TESOL trainees will learn to identify functions and notions, and how these add meaning to written and spoken passages. They will be introduced to language register, mode, manner, and field to better understand context. Finally, the document discusses genre and how TESOL trainees will learn to analyze the structures of genres like reports, procedures, explanations and discussions.
Use of partial information in learning to read chinese characters 3yuxuan liu
This study investigated whether Chinese children can use partial information from phonetic components to learn pronunciations of unfamiliar compound characters. The study presented 49 2nd graders and 56 4th graders whose home language was Mandarin, and 75 2nd graders and 93 4th graders whose home language was Cantonese, with characters of four types: regular characters containing full pronunciation information; tone-different characters containing partial tone information; onset-different characters containing partial onset information; and irregular characters containing no information. Children learned more regular and partial-information characters than irregular characters, and Mandarin speakers learned more than Cantonese speakers.
This document provides an introduction and background on natural language processing (NLP). It discusses the key categories of linguistic knowledge needed for NLP, including phonetics, morphology, syntax, semantics, pragmatics, and discourse. It also explains that NLP tasks involve resolving ambiguity at these different levels of language. Common models and algorithms used in NLP are described, such as state machines, formal rule systems, logic, and probabilistic models. Machine learning approaches are also discussed for automatically learning NLP representations.
Introduction to the k to 12 integrated language arts competenciesWhiteboard Marker
The document outlines the Integrated Language Arts Curriculum for primary grades in the Philippines. It details 14 language and literacy domains that will be taught from Kindergarten to Grade 3 using the students' mother tongue, Filipino, and English. The skills within each domain will spiral across grade levels to develop strong linguistic foundations. By Grade 3, students are expected to demonstrate competencies within each domain using their oral and written language skills.
Students progress through levels of spelling ability from 0.5 to level 4.75. The document outlines progression points and indicators of progress for each level. It provides examples of work demonstrating spelling skills developing towards or meeting each standard. For each level it describes how students spell words, use letter-sound relationships, and strategies for attempting unfamiliar words.
This document discusses linguistics and contrastive linguistics. It provides background on the fields and their goals. Linguistics is the scientific study of language and languages, while contrastive linguistics specifically compares two or more languages to understand their differences and similarities. The fields aim to better understand how humans communicate through language and to apply those understandings to areas like language teaching and learning.
The document provides a self-assessment grid based on the Common European Framework of Reference for Languages. It outlines 6 levels - A1, A2, B1, B2, C1, and C2 - for 4 language skills: Listening, Reading, Spoken Interaction, Spoken Production, and Writing. For each level and skill, it provides a brief 3 sentence description of the language abilities and tasks that someone at that level would be expected to demonstrate. The grid allows language learners to assess their own abilities and proficiency level in different skills.
Properties of school chinese,implications for learning to read 4yuxuan liu
This document analyzes the properties of the 2,570 Chinese characters taught in elementary schools in China, including their visual complexity, phonetic regularity, semantic transparency, and other features. Some key findings are that characters introduced in earlier grades tend to have fewer strokes and be less phonetically regular or semantically transparent than those in later grades. Low-frequency characters also tend to be more complex, regular, and transparent than high-frequency characters. The analysis suggests the writing system has an internal logic that can help children learn characters if they understand this logic.
John de Jong - Understanding rating scales eaquals
The document discusses understanding rating scales and language proficiency levels. It provides detailed descriptors for levels within the Common European Framework of Reference (CEF) from below A1 to C2. It also discusses using a global scale of English from 10 to 90 that maps onto CEF levels to address some disadvantages of the CEF. The document contains examples of interpreting exam data to determine the difficulty levels of test items based on candidate performance.
This presentation focuses on three mai component that are relevant to implement and achieve language competencies. i.e. , the acquisition of word meaning,
teh foramtion of concepts, and the undrstanding of the socio- cultural meaning of language.
This document discusses discourse coherence and the strategies used for interpreting discourse. It defines key terms like inference, background knowledge, explicature, and implicature. Inference refers to information not explicitly stated but implied in a discourse. Background knowledge is what someone already knows about a topic to help them understand new information. Explicature is the explicit information in a text, while implicature is the implied meaning derived from context. Coherence in discourse relies on inferences made using background knowledge. Discourse markers and punctuation help connect ideas and establish relationships between parts of a text.
The document describes 12 discourse analysis tools for analyzing any communication:
1. The Deixis Tool analyzes how context is referenced and assumptions are made.
2. The Fill In Tool identifies what must be inferred from context.
3. The Making Strange Tool adopts an outsider's perspective to identify unclear elements.
Exploiting rules for resolving ambiguity in marathi language texteSAT Journals
Abstract
Natural language ambiguity is a situation involving some words having multiple meanings/senses. This paper discusses natural
language ambiguity and its types. Further we propose a knowledge based solution to resolve various types of ambiguity occurring
in Marathi language text. The task of resolving semantic and lexical ambiguity occurring in words to obtain the actual sense is
referred as Word Sense Disambiguation (WSD). Marathi language is the official and commonly spoken language of Maharashtra
state in India. Plenty of words in Marathi are spelled same as well as uttered same but are semantically (meaning-wise/ sensewise)
different. During the automatic translation, these words lead to ambiguity. Our method successfully removes the ambiguity
by identifying the correct sense of the given text from the predefined possible senses available in Marathi Wordnet using word and
sentence rules. The method is applicable only for word level ambiguity. Structural ambiguity is not handled by this system. This
system may be successfully used as a subsystem in other Natural Language Processing (NLP) applications.
Key Words: Word Sense Disambiguation, Natural Language Processing, Marathi, Marathi Wordnet, ambiguity,
knowledge based
The document provides information about a collection of test assignments for the state final certification exam in English for 9th grade students in Ukraine. It was compiled by a group of educators and approved by the Ministry of Education and Science of Ukraine. The collection contains 100 variants of assignments to test reading, writing, and speaking skills based on authentic English language texts from Britain, the United States, and other countries. The assignments are designed to evaluate students' formation of communicative competence in line with the goals of the English curriculum.
The document discusses different types of language including abstract, concrete, general, and specific terms. Abstract terms refer to concepts that cannot be directly experienced by the senses, while concrete terms refer to objects or events that can be sensed. General terms refer broadly to groups, while specific terms refer narrowly to individuals or single instances. The document provides examples to illustrate how more specific or concrete terms are easier to understand and visualize than abstract or general terms.
La Universidad Adolfo Ibáñez organizará un evento de orientación vocacional el sábado 22 de agosto a las 11:30 hrs en su campus de Viña del Mar, donde los estudiantes podrán realizar un test vocacional y recibir información sobre las carreras universitarias. El evento contará con buses de acercamiento gratuitos desde la estación Libertad con 4 Norte.
The document discusses the meanings of abstract, concrete, general, and specific. Abstract refers to concepts or ideas that can have changing meanings over time, like freedom or success. Concrete refers to tangible objects or experiences that can be sensed, whose meanings remain stable, like spoons or tables. General terms refer to groups, like army or furniture. Specific terms refer to individuals within those groups, like a specific soldier or a particular chair.
Local knowledge refers to the knowledge that people in a community develop over time through experience and passing down information from generation to generation. It is adapted to the local environment and culture. Local knowledge varies within a community, as not all knowledge is shared evenly and people have different roles, experiences, and access to information. It is dynamic and evolving as people adapt to changes and integrate new ideas. Local knowledge makes up an important human resource for communities, helping people survive and thrive through activities like food production.
El documento proporciona información sobre la Prueba de Selección Universitaria (PSU) 2016, incluyendo las fechas de rendición, difusión de resultados y postulación. También describe cómo se calcula el puntaje ranking, los detalles del plan de preparación PSU en el Colegio Mackay, el calendario de ensayos internos y la orientación entregada a los estudiantes, incluyendo información sobre becas en diversas universidades.
El programa EducationUSA Academy de la Universidad de Colorado Boulder ofrece cursos en inglés para estudiantes internacionales de 15 a 17 años, con enseñanza sobre la cultura y el sistema educativo estadounidense, asesoría para el proceso de admisión universitaria, actividades culturales y deportivas en el campus, y alojamiento con familias locales o en residencias universitarias.
The document discusses abstract and concrete terms and how they relate in a ladder of abstraction. It provides examples of terms like sustenance, food, junk food, ice cream moving from abstract to more specific concrete examples. It then discusses a poem called "Patience" and asks the reader to identify abstract and concrete words or phrases in the poem and how they add to the overall meaning.
The document discusses the difference between concrete and abstract nouns. Concrete nouns refer to physical objects that can be sensed, like juice, fish, or cake. Abstract nouns refer to ideas, qualities, and emotions that cannot be directly sensed, like love, pain, beauty, or courage. It provides examples of both and an exercise to create sentences using the given words.
1) Abstract nouns refer to ideas, qualities and conditions that cannot be seen or touched.
2) Examples of abstract nouns include greed, unhappiness, fear, anger, delivery, embarrassment, intelligence, beauty, courage, victory, activity, conclusion, imagination, appointment, happiness, friendship, disturbance, beginning, removal, ability, clumsiness, invasion, and pride.
3) Abstract nouns identified in sentences include honesty, year, hunger, thirst, days, and weeks.
The document discusses two types of nouns: concrete nouns and abstract nouns. Concrete nouns refer to people, places, or things that can be detected by the senses, while abstract nouns refer to more abstract concepts that cannot be detected by physical senses, such as emotions or ideas. The document then provides examples of concrete and abstract nouns and instructs the reader to stand up or sit down depending on whether the noun shown is concrete or abstract.
Este documento describe los requisitos y procedimientos para postular a la Universidad de los Andes mediante el Bachillerato Internacional. Los estudiantes deben presentar documentos como sus notas, resultados del IB, y ranking en su generación. Deben cumplir con los puntajes mínimos requeridos por cada carrera y tener una entrevista personal. Una vez aceptados, los cupos son sujetos a vacantes y no hay becas asociadas al IB. Este acuerdo aplica para el proceso de admisión del 2016.
The document discusses the five essential components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides key strategies to teach each component, such as talking to kids to develop phonemic awareness and reading practice to build fluency. The document also discusses theoretical models of reading, factors that affect reading development, and the developmental stages of reading in children from birth through high school.
This document discusses key concepts in applied linguistics related to the English language. It covers communicative competence and its components - grammatical, discourse, pragmatic, and strategic competence. It also discusses sociocultural factors that influence language use like culture, stereotypes, attitudes, and cross-cultural influences on learner language. Finally, it examines stages of learner language development and sources of errors in learner language.
This document provides guidance on assessing oral language skills. It recommends planning rubrics and involving students in self and peer assessment. Activities should provide a representative sample of the oral language tasks expected and elicit valid performance that can be reliably scored. Listening and speaking should be taught and assessed together in context. Oral language assessment includes tasks using familiar language and visual cues for beginners, and note-taking with fewer cues for advanced learners. The goals are to prepare English learners to listen and participate like native speakers in their grade-level classrooms.
it contends the elements of oral evaluation, the ability of oral evaluation can assessment with this process. The different aspects of oral language can improve when the teacher or students notice the errors by oral assessment.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and participating in oral discussions.
This document outlines the curriculum guide for 8th grade English in the Philippines. It covers the following domains for the first quarter: listening comprehension, oral language and fluency, vocabulary enhancement, reading comprehension, literature, viewing comprehension, writing, and grammar. The key standards and learning competencies are described for each domain. Similar information is provided for the second quarter, focusing on developing skills like projective listening, use of figurative language, gathering information from various sources, and employing different writing styles. The overall aim is for students to demonstrate communicative competence and appreciation of literature through understanding Afro-Asian works.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for understanding unknown words, employing various reading techniques, discussing issues orally, and using language correctly in different situations.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
This document outlines the curriculum guide for 8th grade English in the Philippines. It covers the following domains for the first quarter: listening comprehension, oral language and fluency, vocabulary enhancement, reading comprehension, literature, viewing comprehension, writing, and grammar. The key standards and learning competencies are described for each domain. Similar domains and standards are described for the second quarter with a focus on projective listening strategies, figurative language, gathering information from various sources, and writing informative texts.
This document outlines the curriculum guide for 8th grade English in the Philippines. It covers the following domains for the first quarter: listening comprehension, oral language and fluency, vocabulary enhancement, reading comprehension, literature, viewing comprehension, writing, and grammar. The key standards and learning competencies are described for each domain. Similar information is provided for the second quarter, focusing on developing skills like projective listening, use of figurative language, gathering information from various sources, and employing different writing styles. The overall aim is for students to demonstrate communicative competence and appreciation of literature through understanding works from Afro-Asian cultures.
Power Point - Acquiring Knowledge for Second Language UseIndra Kurniawan
This document discusses the different types of knowledge and competencies required for second language use. It distinguishes between academic competence, which prioritizes reading, listening and writing skills, and interpersonal competence, which prioritizes listening and speaking skills. The document outlines the components of language knowledge including vocabulary, morphology, phonology, syntax and discourse. It explains how these different components relate to academic versus interpersonal language use.
The document discusses discourse analysis and discourse-based language teaching. It defines discourse as stretches of language that are meaningful, unified, and purposive. It emphasizes teaching communicative competence through developing students' linguistic, sociolinguistic, discourse, and strategic competence. It discusses applying a discourse perspective to listening, reading, speaking, and grammar instruction using authentic materials to make formal learning as natural as possible.
This document summarizes a pupil free day for Plympton Primary School focused on improving reading comprehension. The day included:
1) Analyzing student reading level data to understand strengths and areas for growth. Teachers worked in pairs to analyze data by year level.
2) Learning about the Australian Curriculum achievement standards for reading comprehension. Standards were reviewed from Foundation to Year 2 to understand learning progressions.
3) Using descriptive scales from standardized reading tests to identify student reading levels and plan appropriate support, such as choosing leveled texts and strategies.
4) Teachers analyzed their class reading level data and set goals to improve comprehension, considering student needs and support structures. They planned to implement strategies using upcoming Book
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to analyze student data to develop a clear picture of reading levels, determine consistency in teaching practices, and create a plan of action. Teachers will use descriptive continua from PAT-R assessments to identify student strengths and needs. They will analyze class and individual data to determine targets and support structures. The plan is to use shortlisted Book Week books to implement strategies and goals by designing graphic organizers to help students reach their targets.
This document summarizes a pupil free day for teachers at Plympton Primary School focused on improving reading comprehension. The objectives of the day were to analyze student reading data, understand expectations in the Australian English curriculum, identify areas for growth using descriptive scales, and develop action plans. Teachers worked in groups to review class and individual reading levels, determine learning goals, and identify strategies and resources from shortlisted Book Week books to help students reach targets by the next meeting. The goal was to develop consistency in practices to better support and challenge students at different levels.
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to:
1. Analyze current reading level data to understand student strengths and weaknesses. Teachers will work in pairs to assess comprehension by year level.
2. Learn about the Australian curriculum standards and how to differentiate instruction based on descriptive scales that identify student reading levels. Teachers will identify support structures needed for students at different levels.
3. Create a plan of action for improving comprehension that includes setting SMART goals and using shortlisted books from Book Week to explicitly teach strategies aligned with student needs.
Discourse and Context in Language Teaching (Listening)GalvanFlor
The document discusses important concepts and strategies related to teaching listening skills to second language learners. It describes the difference between top-down and bottom-up listening processes, and how both are needed for effective comprehension. Top-down listening involves using context and background knowledge, while bottom-up listening focuses on decoding individual sounds and words. The document provides advice on activities to teach specific listening strategies like prediction, monitoring, and evaluation. It also discusses the importance of exposing learners to authentic listening materials like phone conversations and voicemails to improve their interpretive skills.
The document discusses the stages of writing development from audio storytelling for young children ages 3-4 to fluent writing for older children ages 8-10. It covers the progression from early scribbling to writing individual letters and sounds to writing words and understanding punctuation and capitalization. The stages outlined are: audio storytelling, early emergent writing, emergent writing, transitional writing, and fluent writing. Providing conventional spelling in addition to children's own writing is emphasized as important for supporting writing progress.
Este documento proporciona información sobre los objetivos y requisitos de un Proyecto Comunitario. Los estudiantes deben definir un objetivo para abordar una necesidad en la comunidad, desarrollar una propuesta de acción, implementar un servicio, y reflexionar sobre los resultados. El proyecto debe enfocarse en uno de los seis contextos globales y documentarse en un diario de trabajo. Los estudiantes presentan oralmente sus hallazgos frente a una audiencia.
Ling 306 tefl_methodology_strategy_training_cooperative_learning_multiple_int...The Mackay School
This document discusses different learning strategies and approaches including learning strategy training, cooperative learning, and multiple intelligences. Learning strategy training involves teaching students learning strategies and having them practice these strategies. Cooperative learning involves organizing classroom activities so students work in small groups, with roles and responsibilities. It is based on positive interdependence and individual accountability. Multiple intelligences recognizes there are different types of intelligence and students learn best when instruction caters to their strengths in areas like linguistic, logical-mathematical intelligence.
La Universidad de Chile ofrece varias carreras a través de dos modalidades de ingreso: el Programa Académico de Bachillerato y la incorporación directa a carreras. El Bachillerato conduce a un grado de Bachiller con mención en ciencias naturales o humanidades. Las carreras requieren un puntaje ponderado mínimo de 600 y un promedio mínimo en Lenguaje y Matemática de 450. Cada facultad establece los requisitos y ponderaciones para sus respectivas carreras.
La biblioteca George Sutherland Memorial invita a la comunidad a participar en su programa booktubers grabando un book trailer de 4 a 6 minutos sobre un libro de la biblioteca, enviando el video a la biblioteca, y recibiendo premios como medallas y entradas de cine por 1, 2 o 3 videos grabados.
El documento presenta los requisitos de admisión y ponderaciones para ingresar a universidades, institutos profesionales y centros de formación técnica en Chile. Detalla los exámenes y notas requeridas en cada caso, así como ejemplos de las ponderaciones aplicadas a las notas de enseñanza media en carreras como medicina, ingeniería, agronomía y psicología. También incluye cuadros con los puntajes de primer y último estudiante matriculado el año anterior para carreras como medicina, odontología, ingenier
This document outlines the syllabus for a seminar course titled "Seminariode Especialidad SIGLA EDI 805 NRC" taught over 18 weeks. It is divided into 3 modules that cover key concepts in English as a second language research, research methods in second language acquisition, and problem identification techniques. Over the course of the semester, students will explore topics like literature reviews, methodological frameworks, didactic proposals, theoretical frameworks, and complete edits and proofreads of their work using APA style guidelines. Evaluation includes exams at the end of the course.
This document summarizes key points from the book Web 2.0: New Tools, New Schools by Gwen Solomon and Lynne Schrum. It discusses how the world is changing due to new technologies and globalization. Countries like China, India, and South Korea are reforming their education systems to focus on skills like creativity, technology, and collaboration that will help students compete in the 21st century global economy. It also explains how the modern Web has evolved from static pages to a participatory environment where people can create and share information. For education to prepare students, teachers need to integrate new Web 2.0 tools into teaching and learning.
This document outlines the modules, topics, and assignments for an educational technology course taught over 18 weeks. The course covers various web 2.0 tools like blogs, wikis, podcasts and how they can be used for language teaching. Students will create accounts and content on platforms like Pinterest and Google Drive. They will also use Google Forms to create online reading and listening tests. Later modules focus on developing teaching proposals that integrate web 2.0 tools and comparing learning management systems like Edmodo and Moodle. Evaluation includes exams during the final two weeks.
The document discusses techniques for exposing students to language in the classroom, including using realia, dialogues, texts, pictures and gestures. It also addresses why students make mistakes when learning a new language and how teachers should correctly students. Specifically, it notes that mistakes are natural but some require constant attention, and that teachers should point out mistakes and give students chances to self-correct or get help from peers before providing the answer themselves.
El documento proporciona información sobre las sedes, períodos de clases y matrícula, direcciones y horarios de diferentes centros de preparación para la PSU. Se detallan 7 sedes en las ciudades de Viña del Mar, Santiago, Rancagua, Curicó, y Concepción, con sus respectivos períodos de clases y matrícula, direcciones exactas y horarios de atención.
Communicative Language Teaching (CLT) aims to develop students' communicative competence through authentic language use rather than just mastering linguistic structures. Key principles of CLT include introducing authentic materials, tolerating errors, and focusing on meaning over form, while the teacher acts as a facilitator. CLT techniques include using role plays, debates, games, songs and multimedia to provide opportunities for cooperative student interaction and exchange of opinions in various social contexts.
TPR or Total Physical Response is a language teaching method that uses physical movement in response to verbal commands to develop basic communication skills through comprehensible input. The instructor utters commands for students to follow to reduce anxiety and develop vocabulary without pressuring students to speak. Students then take turns commanding the instructor and each other to perform actions. Over time, students can respond correctly to longer sequences of connected commands.
The direct method focuses on communicating in the target language through demonstration and visual aids, without translation or explicit grammar instruction. In the classroom, the teacher uses a map to ask students questions about US geography, encouraging responses in full sentences in the target language. Errors are addressed through questioning to facilitate self-correction. Various techniques are used, including reading aloud, questioning, dictation, and fill-in-the-blank exercises, to develop oral skills and inductive learning of grammar and culture.
The Grammar-Translation Method (GTM) was originally used to teach Latin and Greek and focused on reading classical texts. It emphasizes learning grammar rules and vocabulary through memorization and translation exercises between the native and target languages. Classes are taught in the native language and the teacher is the primary authority who explains rules and corrects mistakes while students interact mostly with the teacher through translation and drills. The goal is to develop reading and writing skills along with mental exercise through analyzing the literary aspects of the target language.
This document discusses incorporating information and communication technologies (ICT) into lessons. It provides 5 reasons to do so: 1) ICT facilitates mental representation and learning, 2) connective objects allow multiple learning experiences, 3) users can collaborate to build shared knowledge, 4) teachers can show creativity and participate in personal learning networks, and 5) parents and community can participate. It then discusses the experience of The Mackay School in transitioning to using blogs and websites like WordPress for lessons over 3 stages from 2010-2013. Finally, it outlines the objectives of the workshop, which are to understand using blogs and websites as teaching tools by creating and customizing a WordPress site and integrating Flickr.
El documento proporciona información sobre la Prueba de Selección Universitaria (PSU) en Chile. Explica que la PSU evalúa las habilidades de comprensión, aplicación, análisis, síntesis y evaluación en lenguaje, ciencias y matemáticas. También describe los contenidos, estructura y fechas de los exámenes de la PSU para cada asignatura.
The document discusses the concepts of competence and performance in language acquisition. It defines competence as the underlying knowledge of a language system, while performance is the observable production and comprehension of a language. The document also discusses debates around nativist vs nurture approaches to explaining language learning in children, who show an innate ability to infer linguistic systems from exposure but also variability in the learning process. Criticism is noted around isolating competence from performance variables.
Children progress through distinct stages in acquiring their first language from birth to age 4:
(1) Early vocalizations and babbling reflect the sounds of the language being learned. (2) Around 12 months, children say their first words. (3) By age 2, children start combining words into simple sentences of 2 words. (4) By age 4, children are able to use complex language structures like questions and commands most of the time. Theories on how children acquire their first language include behaviorism through imitation and reinforcement, as well as nativism which posits an innate language acquisition device.
This document outlines 10 principles of instructed second language acquisition according to Rod Ellis:
1. Instruction should develop both formulaic expressions for fluency and rule-based competence for complexity and accuracy.
2. Instruction should focus predominantly on meaning, especially pragmatic meaning, through communicative tasks.
3. Instruction should also focus on form through grammar lessons and focused tasks.
The principles emphasize the importance of extensive input, opportunities for output and interaction to develop proficiency while accounting for individual differences. Assessments should examine both controlled and free production.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Progress map 4 skills
1. PROGRESS MAP – LISTENING<br />Level 7Activates background knowledge to listen to oral texts related to concrete and abstract themes and topics, which allow him/her to build different world views. Interprets global meaning of the oral text based on complex inferences and information that arouse from its socio-cultural background. Recognizes the sounds of the language that are essential for effective communication. Identifies rhetorical devices which enhance the global meaning and emotions conveyed by the speaker. Evaluates the quality of arguments and perspectives presented in the oral texts. Level 6III - IVActivates background knowledge to listen to oral texts related to concrete and abstract topics, integrating simple and complex grammar structures. Recognizes the sounds of the language that are essential for effective communication. Interprets global meaning of the text according to the possible intentions of the speaker. Evaluates what is heard comparing it with his point of view and others regarding the theme, applying cognitive and meta-cognitive strategies.Level 5I - IIActivates background knowledge to listen to oral texts related to concrete and abstract topics with simple and complex grammar structures. Recognizes the sounds of the language that are essential for effective communication. Uses complementary elements (linguistic and paralinguistic clues) in the text to expand his/her understanding. Interprets details and text structure relating them with the global meaning. Expresses opinions on topics and themes based on both the oral text and his/her own socio-cultural background and the national and international contingency, applying cognitive and meta-cognitive strategies. Level 47th – 8th Activates background knowledge to listen to texts related to concrete and familiar topics with simple and complex grammar structures with and without visual aid. Recognizes the sounds of the language that are essential for effective communication. Infers cause-effect relationships and chronological and non-chronological sequence integrating relevant details of the oral text. Expresses opinions on topics and themes heard integrating his/her specific knowledge on the theme. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. Level 35th - 6thActivates background knowledge to listen to fiction and non-fiction texts related to concrete and familiar topics with simple sentences supported by visuals. Infers cause-effect relationships and chronological and non-chronological sequence in relation to the gist of the text. Recognizes the sounds of the language that are essential for effective communication. Expresses opinions on topics and themes heard. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. Level 23rd – 4thActivates background knowledge with teacher’s support to listen to short texts related to concrete and familiar topics supported by visuals. Recognizes the sounds of the language that are essential for effective communication. Understands the global meaning of the text identifying relevant information, applying some cognitive and meta-cognitive strategies. Level 11st – 2ndActivates background knowledge with teacher’s support to listen to very short texts related to concrete and familiar topics supported by visuals. Recognizes the sounds of the language that are essential for effective communication. Understands the global meaning of the text and language patterns, applying basic cognitive and meta-cognitive strategies. <br />CAN-DO STATEMENTS<br />Level 11st – 2ndActivates background knowledge with teacher’s support to listen to very short texts related to concrete and familiar topics supported by visuals. Recognizes the sounds of the language that are essential for effective communication. Understands the global meaning of the text and language patterns, applying basic cognitive and meta-cognitive strategies. <br />Level 1- Can-do Statements<br />Achieving this level implies that the student:<br />Recognizes rhythm in a song.<br />Recognizes features of language use such as rhyme and rhythm.<br />Identifies people and objects.<br />Recognizes pronoun references.<br />Locates specific information in response to simple questions.<br />Answers simple questions.<br />Guesses the topic and its likely development by recalling personal experiences.<br />Locates simple information in pictures to <br />Identifies basic consonant sounds.<br />Distinguishes between different initial consonant sounds in words.<br />Deduces patterns from given aural information.<br />Identifies and discriminate the basic consonant initial sounds /d/ and /p/; /m/ and /n/; /f/ and /v/; /h/ and /l/; /j/, /k/ and /r/, /s/ and /z/, /q/ and /x/.<br />Identifies and distinguish between the beginning hard /g/ and soft /g/ sounds.<br />Comprehends short stories, short conversations and short descriptions.<br />Listens to distinguish the singular and plural forms of a countable noun, and identify uncountable nouns.<br /> Identifies basic vowel sounds and discriminate between them.<br />Identifies and distinguishes between the consonant ending sounds /t/ and /x/.; /f/ and /b/; /p/ and /g/; /n/ and /m/; /k/, /l/ and /d/.<br />Identifies the short beginning sounds /a/ and /e/; /i/, /o/ and /u/<br />Identifies main ideas and locates specific information in simple spoken texts.<br />Identifies key words in short texts.<br />Distinguishes between initial blend sounds in words.<br />Recognizes repeated expressions in simple spoken texts.<br />Level 23rd – 4thActivates background knowledge to listen to short texts related to concrete and familiar topics supported by visuals. Recognizes the sounds of the language that are essential for effective communication. Understands the global meaning of the text identifying relevant information, applying cognitive and meta-cognitive strategies. <br />Level 2 - Can-do Statements<br />Achieving this level implies that the student:<br />Recognizes features of language use such as alliteration, rhyme and rhythm.<br />Recognizes pronoun references.<br />Locates specific information in response to simple instructions.<br />Identifies and distinguish between diagraphs /ch/ and /sh/; /th/ and /wh/.<br />Identifies and distinguishes between the beginning blends /dr/ and /fr/; /pr/ and /gr/; /bl/ and /cl/; /sc/ and /sp/; /st/ and /sk/ ; /sn/ and /sw/.<br />Identifies and distinguishes between the ending blends /ng/ and /nt/; /ld/, /lt/ and /lp/ from each other.<br />Indentifies and distinguishes between long vowel sounds /a-e/ and /e-e/; /i-e/ and /o-e/<br />Works out the meaning of unknown words using visual clues.<br />Understands speaker’s feelings using visual and audio clues.<br />Recognizes the difference in use of intonation in simple questions and statements.<br />Recognizes language patterns and vocabulary items previously encountered in new spoken texts.<br />Recognizes the difference in use of intonation in simple sentences, commands and warnings.<br />Recognizes differences in the use of intonation to express feelings.<br />Arranges a set of instructions in sequence.<br />Pays attention to the sequence of events in a personal recount.<br />Pays attention to the use of adjectives in descriptions.<br />Identifies people and activities described.<br />Understands the connection between ideas.<br />Deciphers feelings and emotions.<br />Locates information in a dialogue with narrative.<br />Level 35th - 6thActivates background knowledge to listen to fiction and non-fiction texts related to concrete and familiar topics with simple sentences supported by visuals. Infers cause-effect relationships and chronological and non-chronological sequence in relation to the gist of the text. Recognizes the sounds of the language that are essential for effective communication. Expresses opinions on topics and themes heard. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. <br />Level 3 - Can-do Statements<br />Achieving this level implies that the student:<br />Identifies text structure and features of e-mails, reports, explanations, postcards, letters, instructions, journal entries and fiction texts such as short stories and alliterative sentences according to the framework.<br />Recognizes the sounds of the target language.<br />Recognizes, and interpret correctly, the rhythms of the language necessary to meaning.<br />Understands the language spoken at average pace.<br />Identifies the speaker`s communicative purpose.<br />Uses predictive strategies to activate previous knowledge.<br />Identifies main idea and supporting details of fiction and non-fiction oral texts.<br />Uses the context (clues in sentences or nearby sentences) to convey meaning of unknown words.<br />Infers content from the title, pictures, vocabulary and questions.<br />Follows exchanges in conversation.<br />Understands and responds appropriately to a series of questions.<br />Reconstructs main ideas and their relationships through a visual organizer.<br />Identifies and uses a variety of cognitive and metacognitive techniques presented by the teacher.<br />Identifies paralinguistic clues (tone, gestures, body language) as a relevant and important source of information<br />CAN-DO STATEMENTS<br />Level 47th - 8thActivates background knowledge to listen to texts related to concrete and familiar topics with simple and complex grammar structures with and without visual aid. Recognizes the sounds of the language that are essential for effective communication. Infers cause-effect relationships and chronological and non-chronological sequence integrating relevant details of the oral text. Expresses opinions on topics and themes heard integrating his/her specific knowledge on the theme. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. <br />Level 4 - Can-do Statements<br />Achieving this level implies that the student:<br />Listens to fiction and non-fiction texts identifying text framework and features to convey communicative intention and organization of ideas.<br />Recognizes the sounds of the target language.<br />Recognizes, and interpret correctly, the rhythms of the language necessary to meaning.<br />Understands the language spoken at average pace.<br />Understands grammatical structures that belong to natural, idiomatic speech.<br />Identifies main idea and supporting details of fiction and non-fiction texts.<br />Identifies key vocabulary related to the oral text`s content.<br />Uses the context (clues in sentences or nearby sentences) to convey meaning of unknown words.<br />Follows exchanges in conversation.<br />Understands and responds appropriately to a series of questions.<br />Expresses opinions and comments on a certain topic considering information from the text and his/her own knowledge.<br />Infers the implicit meanings present in spoken language.<br />Predicts consequences of events presented in the oral text.<br />Identifies paralinguistic clues (tone, gestures, body language) as a relevant and important source of information.<br />Identifies the main points emerging from discussion<br />Reflects on what has been heard to ask searching questions, make comments, or challenge the views expressed. <br />CAN-DO STATEMENTS<br />Level 5I – II MEDIOActivates background knowledge to listen to oral texts related to concrete and abstract topics with simple and complex grammar structures. Recognizes the sounds of the language that are essential for effective communication. Uses complementary elements (linguistic and paralinguistic clues) in the text to expand his/her understanding. Interprets details and text structure relating them with the global meaning. Expresses opinions on topics and themes based on both the oral text and his/her own socio-cultural background and the national and international contingency, applying cognitive and meta-cognitive strategies. <br />Level 5 - Can-do Statements<br />Achieving this level implies that the student:<br />Listens to fiction and non-fiction texts identifying text framework and features to convey communicative intention and organization of ideas.<br />Recognizes the sounds of the target language.<br />Recognizes, and interpret correctly, the rhythms of the language necessary to meaning.<br />Understands the language spoken at average pace.<br />Understands grammatical structures that belong to natural, idiomatic speech.<br />Infers the implicit meanings present in spoken language.<br />Understands language appropriate to a range of commonly encountered contexts.<br />Follows exchanges in conversation.<br />Participates in a conversation, as it is appropriate to the social and cultural context.<br />Understands and responds appropriately to a series of questions.<br />Compares and contrasts elements from the text with the surrounding world.<br />Proposes different solutions to problems posed by the text according to the contingent socio-cultural background.<br />CAN-DO STATEMENTS<br />Level 6III – IV MEDIOActivates background knowledge to listen to oral texts related to concrete and abstract topics, integrating simple and complex grammar structures. Recognizes the sounds of the language that are essential for effective communication. Interprets global meaning of the text according to the possible intentions of the speaker. Evaluates what is heard comparing it with his point of view and others regarding the theme, applying cognitive and meta-cognitive strategies.<br />Level 6 - Can-do Statements<br />Achieving this level implies that the student:<br />Listens to fiction and non-fiction texts identifying text framework and features to convey communicative intention and organization of ideas for understanding.<br />Recognizes the sounds of the target language.<br />Recognizes, and interpret correctly, the rhythms of the language necessary to meaning.<br />Understands the language spoken at average pace.<br />Understands grammatical structures that belong to natural, idiomatic speech.<br />Infers the implicit meanings present in spoken language.<br />Understands language appropriate to a range of commonly encountered contexts.<br />Understands language appropriate to a range of commonly encountered contexts.<br />Follows exchanges in conversation.<br />Participates in a conversation, as it is appropriate to the social and cultural context.<br />Explains how certain rhetorical devices (metaphor, imagery, etc.) enhances the figurative meaning of the text.<br />Describes the world view presented by oral texts, considering values and contents within the texts.<br />CAN-DO STATEMENTS<br />Level 7EXCELLENCEActivates background knowledge to listen to oral texts related to concrete and abstract themes and topics, which allow him/her to build different world views. Interprets global meaning of the oral text based on complex inferences and information that arouse from its socio-cultural background. Recognizes the sounds of the language that are essential for effective communication. Identifies rhetorical devices which enhance the global meaning and emotions conveyed by the speaker. Evaluates the quality of arguments and perspectives presented in the oral texts. <br />Level 7 - Can-do Statements<br />Achieving this level implies that the student:<br />Listens to fiction and non-fiction texts and elicits judgments on their formal features, based on his own knowledge and appropriate sources of information. <br />Recognizes the sounds of the target language.<br />Recognizes, and interpret correctly, the rhythms of the language necessary to meaning.<br />Understands the language spoken at average pace.<br />Understands grammatical structures that belong to natural, idiomatic speech.<br />Identifies different accents of the same target language.<br />Infers the implicit meanings present in spoken language.<br />Understands language appropriate to a range of commonly encountered contexts.<br />Understands language appropriate to a range of commonly encountered contexts.<br />Follows exchanges in conversation.<br />Participates in a conversation, as it is appropriate to the social and cultural context.<br />Identifies bias (omissions and intended emphasis) within a text to reveal the speaker’s perspective.<br />Evaluates how certain rhetorical devices (metaphor, imagery, etc.) enhances the figurative meaning of the text.<br />Judges the world view presented by oral literary and non-literary texts, considering values and contents within the texts.<br /> PROGRESS MAP – READING<br />Level 7Activates background knowledge to read texts related to concrete, and abstract themes and topics, which allow him/her to build different world views. Interprets global meaning of the text based on complex inferences and information that arouse from its socio-cultural background. Identifies rhetorical devices which enhance the global meaning of the written work. Evaluates the quality of arguments and perspectives presented in the texts.Level 6III - IVActivates background knowledge to read texts related to concrete, and abstract topics, integrating simple and complex grammar structures. Interprets global meaning of the text according to the possible intentions of the writer or the reader. Evaluates what is read comparing it with his point of view and others regarding the theme, applying cognitive and meta-cognitive strategies.Level 5I - IIActivates background knowledge to read texts related to concrete, and abstract topics with simple and complex grammar structures. Uses complimentary elements in the text to expand his/her understanding. Interprets details and text structure relating them with the global meaning.Expresses opinions on topics and themes based on both the text and his/her own socio-cultural background and the national and international contingency, applying cognitive and meta-cognitive strategies. Level 47th – 8th Activates background knowledge to read texts related to concrete and familiar topics with simple and complex grammar structures with and without visual aid. Infers cause-effect relationships and chronological and non-chronological sequence integrating relevant details of the text. Expresses opinions on topics and themes read integrating his/her specific knowledge on the theme. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. Level 35th - 6thActivates background knowledge to read fiction and non-fiction texts related to concrete and familiar topics with simple sentences supported by visuals. Infers cause-effect relationships and chronological and non-chronological sequence in relation to the gist of the text. Expresses opinions on topics and themes read. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. Level 23rd – 4thActivates background knowledge to read fiction and non-fiction texts related to familiar topics supported by visuals. Understands the purpose, format and language conventions of some texts. Expresses opinions on topics and themes read. Understands the global meaning of the text identifying relevant explicit and implicit information, applying some cognitive and meta-cognitive strategies.Level 11st – 2ndActivates background knowledge to respond to simple, imaginative texts related supported by visuals. Follows left to right directionality. Recognize familiar words in new texts. Locates specific information to answer questions. Predicts the meaning of unfamiliar words by using contextual or visual clues applying basic cognitive and meta-cognitive strategies.<br />CAN-DO STATEMENTS<br />Level 11st-2ndActivates background knowledge to respond to simple, imaginative texts related supported by visuals. Follows left to right directionality. Recognizes familiar words in new texts. Locates specific information to answer questions. Predicts the meaning of unfamiliar words by using contextual or visual clues applying basic cognitive and meta-cognitive strategies.<br />Level 1 - Can-do Statements<br />Achieving this level implies that the student:<br />Identifies features of poems, simple narratives, rhymes, stories, songs, postcards<br />Reads aloud simple texts.<br />Reads and comprehends given instructions in order to complete an activity-<br />Recognizes the beginning and end of sentences.<br />Recognizes previously learnt words in a new text.<br />Uses predictive strategies to activate previous knowledge.<br />Identifies main idea and some supporting details of some fiction and non fiction texts.<br />Understands the use of cohesive devices.<br />Draws logical conclusions from given information and illustrations.<br />Recognizes parts of speech to infer meaning such as nouns, adjectives and verbs.<br />Expresses his/her own opinion on facts presented in a text.<br />Identifies and uses basic cognitive and metacognitive techniques presented by the teacher.<br />Level 2 - Can-do Statements<br />Achieving this level implies that the student:<br />Level 23rd – 4thActivates background knowledge to read fiction and non-fiction texts related to familiar topics supported by visuals. Understands the purpose, format and language conventions of some texts. Expresses opinions on topics and themes read. Understands the global meaning of the text identifying relevant explicit and implicit information, applying some cognitive and meta-cognitive strategies.<br />Identifies text structure and features of poems, diary entries, invitations, information reports, fables, thank you letters, articles and book reviews.<br />Reads a poem aloud with rhythm and expression.<br />Identifies author`s communicative purpose and register according to the text type. <br />Uses predictive strategies to activate previous knowledge.<br />Identifies main idea and supporting details of fiction and non-fiction texts.<br />Recognizes parts of speech to infer meaning such as nouns, pronouns, suffixes and verbs.<br />Infers main character’s or people’s motivations within a text.<br />Makes predictions and draws conclusions about the development of events and characters in a story using visual and contextual clues.<br />Expresses his/her own opinion on facts presented in a text.<br />Identifies and uses some cognitive and metacognitive techniques presented by the teacher.<br />Identifies images as a relevant and important source of information, extracting data from graphs, charts and graphic organizers.<br />Level 3 - Can-do Statements<br />Level 35th - 6thActivates background knowledge to read fiction and non-fiction texts related to concrete and familiar topics with simple sentences supported by visuals. Infers cause-effect relationships and chronological and non-chronological sequence in relation to the gist of the text. Expresses opinions on topics and themes read. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. <br />Achieving this level implies that the student:<br />Identifies text structure and features of e-mails, reports, explanations, postcards, letters, instructions, journal entries and fiction texts such as short stories and alliterative sentences according to the framework.<br />Identifies author`s communicative purpose and register according to the text type. <br />Uses predictive strategies to activate previous knowledge.<br />Identifies main idea and supporting details of fiction and non-fiction texts.<br />Recognizes parts of speech to infer meaning such as nouns, pronouns, if clauses, modals.<br />Relates social context proper to specific writers and their period within a literary work.<br />Identify the common themes presented in three different literary texts by the same author.<br />Differentiates facts from opinions.<br />Reconstructs main ideas and their relationships through a visual organizer.<br />Infers main character’s or people’s motivations within a text.<br />Expresses his/her own opinion on facts presented in a text.<br />Identifies and uses a variety of cognitive and metacognitive techniques presented by the teacher.<br />Identifies images as a relevant and important source of information, extracting data from graphs, charts and graphic organizer.<br />CAN-DO STATEMENTS<br />Level 47th - 8thActivates background knowledge to read texts related to concrete and familiar topics with simple and complex grammar structures with and without visual aid. Infers cause-effect relationships and chronological and non-chronological sequence integrating relevant details of the text. Expresses opinions on topics and themes read integrating his/her specific knowledge on the theme. Understands the global meaning of the text identifying relevant explicit and implicit information, applying cognitive and meta-cognitive strategies. <br />Level 4 - Can-do Statements<br />Achieving this level implies that the student:<br />Reads fiction and non-fiction texts identifying text framework and features to convey communicative intention and organization of ideas.<br />Shows where and when the action takes place in a narrative text to consider the influence sociocultural background.<br />Identifies main idea and supporting details of fiction and non-fiction texts.<br />Identifies key vocabulary related to text content.<br />Uses the context to convey meaning of unknown words.<br />Analyzes and understands the use of similes, metaphors and other literary devices.<br />Expresses opinions and comments on a certain topic considering information from the text and his/her own knowledge.<br />Predicts consequences of events presented in the text.<br />Uses appropriate reading strategies to extract particular information<br />Recognises how writer’s language choices can enhance meaning. <br />Revises the stylistic conventions of the main types of non-fiction: informative texts, recounts, instructions, persuasive texts, discursive texts, <br />Infers and deduces meanings using evidence from the text in the text, identifying when and where and how meanings are implied<br />Makes links between reading fiction, plays, and poetry and making choices as writers. <br />Explores how form contributes to meaning in poems from different times and cultures.<br />Reads a range of recent fiction texts independently as the basis for developing critical reflection and personal response<br />CAN-DO STATEMENTS<br />Level 5I – II MEDIOActivates background knowledge to read texts related to concrete, and abstract topics with simple and complex grammar structures. Uses complimentary elements in the text to expand his/her understanding. Interprets details and text structure relating them with the global meaning.Expresses opinions on topics and themes based on both the text and his/her own socio-cultural background and the national and international contingency, applying cognitive and meta-cognitive strategies. <br />Level 5 - Can-do Statements<br />Achieving this level implies that the student:<br />Reads fiction and non-fiction texts identifying text framework and features to convey communicative intention and organization of ideas.<br />Shows where and when the action takes place in a narrative text to consider the influence sociocultural background.<br />Describes subtopics derived from the main topic of a text.<br />Explains the implicit intention of a persuasive text, using images, stereotypes and slogans.<br />Compares and contrasts elements from the text with the surrounding world.<br />Proposes different solutions to problems posed by the text according to the contingent sociocultural background.<br />CAN-DO STATEMENTS<br />Level 6III – IV MEDIOActivates background knowledge to read texts related to concrete, and abstract topics, integrating simple and complex grammar structures. Interprets global meaning of the text according to the possible intentions of the writer or the reader. Evaluates what is read comparing it with his point of view and others regarding the theme, applying cognitive and meta-cognitive strategies.<br />Level 6 - Can-do Statements<br />Achieving this level implies that the student:<br />Reads fiction and non-fiction texts identifying text framework and features to convey communicative intention and organization of ideas for understanding.<br />Compares the effects of the rhetorical devices used by different writers according to the way a same piece of information is presented.<br />Explains how certain rhetorical devices (metaphor, imagery, etc.) enhances the figurative meaning of the text.<br />Describes the world view presented by literary texts, considering values and contents within the texts.<br />Modifies his first interpretation of the global content of a literary text, considering the historical and social context of the work and the author’s life or interpretations by a third party. <br />CAN-DO STATEMENTS<br />Level 7EXCELLENCEActivates background knowledge to read texts related to concrete, and abstract themes and topics, which allow him/her to build different world views. Interprets global meaning of the text based on complex inferences and information that arouse from its socio-cultural background. Identifies rhetorical devices which enhance the global meaning of the written work. Evaluates the quality of arguments and perspectives presented in the texts.<br />Level 7 - Can-do Statements<br />Achieving this level implies that the student:<br />Reads fiction and non-fiction texts and elicits judgments on their formal features, based on his own knowledge and appropriate sources of information. <br />Identifies bias (omissions and intended emphasis) within a text to reveal the author’s perspective.<br />Identifies ideas expressing ambiguity, contradiction and/or unclear positions.<br />Evaluates how certain rhetorical devices (metaphor, imagery, etc.) enhances the figurative meaning of the text.<br />Judges the world view presented by literary texts, considering values and contents within the texts.<br />Modifies his first interpretation of the global content of a literary text, considering the historical and social context of the work and the author’s life or interpretations by a third party. <br /> PROGRESS MAP – SPEAKING<br />Level 7Negotiates and initiates spontaneous social conversations and formal and informal presentations by questioning, restating, soliciting information, and paraphrasing the communication of others, and generating highly original spoken language. Consistently uses standard English grammatical forms with appropriate lexis and phonology and demonstrates extensive target language cultural interaction. Level 6III - IVNegotiates and initiates spontaneous social conversations and formal and informal presentations by questioning, restating, soliciting information, paraphrasing the communication of others, and generating original spoken language. Consistently uses standard English grammatical forms with appropriate lexis and phonology and demonstrates target language cultural interaction. Level 5I - IINegotiates and initiates spontaneous social conversations and formal and informal presentations by questioning, restating, soliciting information, paraphrasing the communication of others, and producing original spoken language. Consistently using standard English grammatical forms with appropriate lexis and phonology and demonstrates limited target language cultural interaction. Level 47th – 8th Comprehensibly speaks in a variety of academic and social (both prepared presentations/recitations and spontaneous interactions) situations. Consistently using standard English grammatical forms with appropriate lexis and phonology. Level 35th - 6thComprehensibly speaks in a variety of academic and social (both prepared presentations/recitations and spontaneous interactions) situations. Uses mostly consistent standard English grammatical forms with appropriate lexis and phonology. Level 23rd – 4thComprehensibly speaks in some academic and social (both prepared presentations/recitations and spontaneous interactions) situations. Uses standard English grammatical forms with appropriate lexis and phonology. Level 11st – 2ndInteracts with teachers and classmates. Provides, uses and interprets simple information on familiar topics. Asks and responds to questions. Imitates appropriate rhythm, stress and intonation.<br />CAN-DO STATEMENTS<br />Level 11st – 2ndInteracts with teachers and classmates. Provides, uses and interprets simple information on familiar topics. Asks and responds to questions. Imitates appropriate rhythm, stress and intonation.<br />Level 1 - Can-do Statements<br />Achieving this level implies that the student:<br />Uses formulaic expressions to greet someone politely and introduce oneself briefly.<br />Imitates appropriate stress, rhythm and intonation.<br />Pronounces correctly words in isolation and in connected speech.<br />Maintains an interaction by providing information in response to factual questions.<br />Enjoys and responds to a short story.<br />Provides information in response to factual questions.<br />Seeks information by asking questions.<br />Asks and responds to questions.<br />Uses the appropriate vocabulary to name rooms in the house, as well as objects commonly associated with those rooms.<br />Gives simple descriptions using a given sentence structure.<br />Pronounces the beginning sounds /w/ and /y/; /s/ and /z/; /q/ and /x/: /c/ and soft /c/<br />Pronounces new words correctly.<br />Refers to objects as countable or uncountable nouns.<br />Uses simple phrases and sentences to communicate with others with teachers support.<br />Converses about feelings, interests and experiences.<br />Uses connectors ‘before’ and ‘after’ to accurately describes sequences of events.<br />Participates actively in oral interaction in class.<br />Connects ideas using cohesive devices.<br />Presents information, ideas and opinions clearly and coherently.<br />Participates effectively in class discussions.<br />Seeks information about someone’s occupation.<br />Level 23rd – 4thComprehensibly speaks in some academic and social (both prepared presentations/recitations and spontaneous interactions) situations. Uses standard English grammatical forms with appropriate lexis and phonology. <br />Level 2 - Can-do Statements<br />Achieving this level implies that the student:<br />Asks and replies to questions to gather information.<br />Asks for permission using conventional phrases.<br />Asks questions about quantity using the appropriate grammatical phrases.<br />Asks yes/no questions and gives the corresponding short/complete answer.<br />Assumes different roles in role-play. Works in groups.<br />Connects ideas using connective devices.<br />Conveys feelings through the use of words that end in ‘ing’ and ‘ed’.<br />Describes animals using adjectives.<br />Develops vocabulary related to occupations.<br />Expresses ideas and thoughts.<br />Expresses opinions and shares ideas in group discussions.<br />Expresses wishes and gives reasons.<br />Forms sentences using will to express intentions.<br />Imitates appropriate stress, rhythm and intonation.<br />Maintains an interaction by providing information in response to factual questions.<br />Maintains and closes an interaction using formulaic expressions.<br />Makes a presentation on a given topic.<br />Makes suggestions and responds to them appropriately.<br />Offers help and makes invitations using modal verbs.<br />Offers the appropriate word for praise, consolation and encouragement.<br />Opens an interaction by greeting someone in an appropriate manner.<br />Participates meaningfully in an structured situation.<br />Participates meaningfully in games.<br />Presents information using the correct phrases.<br />Presents the findings and results of a group discussion using appropriate sentence structures and vocabulary.<br />Produces simple sentences and phrases involving repetition.<br />Pronounces correctly words beginning with /sn/ and /sw/; /sp/ and /st/<br />Pronounces the long vowel sounds /i-e/ and /o-e/.<br />Pronounces correctly words with the ending blends /ng/ and /nt/; /nk/ and /nd/<br />Refers to and compares quantity using the appropriate determiners.<br />Shares personal experiences and preferences.<br />Understands and uses contractions in speech.<br />Uses appropriate structures, vocabulary, tone and register to describe feelings in a conversation.<br />Uses appropriate adjectives to communicate opinions.<br />Uses appropriate intonation, volume and tone of voice to convey meaning and emotions.<br />Uses appropriate verb forms for singular and plural noun forms.<br />Uses appropriate vocabulary to describe different types of parties.<br />Uses comparative adjectives appropriately.<br />Uses conventional phrases to ask and respond to questions about the cost of items clearly and coherently.<br />Uses indefinite pronouns appropriately.<br />Uses phrasal verbs to describe actions.<br />Uses possessive nouns to state ownership.<br />Uses simple sentences and phrases and sentences to communicate with others.<br />Uses suitable adjectives to describe characters in a story.<br />Uses the correct ‘ing’ nouns and noun phrases to talk about activities.<br />Uses the simple present tense appropriately.<br />CAN-DO STATEMENTS<br />Level 35th - 6thComprehensibly speaks in a variety of academic and social (both prepared presentations/recitations and spontaneous interactions) situations. Uses mostly consistent standard English grammatical forms with appropriate lexis and phonology. <br />Level 3 - Can-do Statements<br />Achieving this level implies that the student:<br />Be understood when speaking but may have some inconsistencies of standard English grammatical forms, sounds, intonation, pitch, and modulation. <br />e.g., plurals, simple past tense, prepositions of place/movement/time, can/can’t, comparatives/superlatives, pronouns such as he or she).<br />Can demonstrate Accurate usage of pronunciation of age-appropriate lexis<br />Use of contractions where appropriate<br />Appropriate weak forms in connected speech <br />Intonation patterns of basic complex question forms <br />Asks and answers questions by using phrases, simple sentences, and medium-length turns. Mostly Accurate usage of simple present, present continuous, simple past tense (regular and irregular), future tenses (going to and will):<br />Generates and executes multiple-step oral directions.<br />Imperatives (e.g., pour, cut)<br />first, then, after, later, finally<br />Relates events in sequence, including details of people, places, time and things.<br />e.g., talking about a recent vacation<br />Participates in spontaneous social conversations with peers and adults on familiar topics by asking and answering questions, soliciting information, expressing agreement/disagreement, and expressing opinions.<br />Ordering food in a restaurant<br />Making suggestions<br />Making an emergency call<br />Giving an invitation<br />Expressing concern for someone<br />Prepares and delivers short presentations on ideas, premises, or images obtained from various common sources, using abbreviated notes.<br />e.g., on an ocean animal<br />Prepares and asks basic interview questions and respond to them politely.<br />Could you tell me more about …?<br />Where were you born?<br />Recites written texts with Accurate intonation, pronunciation, and rhythm.CAN-DO STATEMENTS<br />Level 47th - 8thComprehensibly speaks in a variety of academic and social (both prepared presentations/recitations and spontaneous interactions) situations. Consistently using standard English grammatical forms with appropriate lexis and phonology. <br />Level 4 - Can-do Statements<br />Achieving this level implies that the student:<br />Orally summarizes major ideas and retell stories in greater detail by including the characters, setting, and plot. <br />Is understood when speaking by consistently using Standard English grammatical forms, sounds, intonation, pitch and modulation but may make random errors. <br />Accurate usage of grammar of previous levels <br />Accurate usage of present perfect tense, “Will” referring to the future for informing and predicting, present continuous tense of future use, open, first, and second conditional, “used to” to express habits, simple passive, adjectives and adverbials of quantity (e.g. a lot (of), not very much, many), modals and phrases to give advice, make suggestions, and express possibility and uncertainty, infinitive of purpose (e.g. should/ought to, could, you’d better, must, have to, need to, might), expressing preference (e.g. I prefer, I’d rather)<br />Accurate pronunciation of necessary vocabulary <br />Sentence stress to clarify meaning <br />Basic intonation and features of connected speech at sentence level <br />Intonation and features of connected speech beyond sentence level <br />Participates in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information. <br />Intonation patterns of more complex question forms <br />Rising intonation to indicate interest and surprise when appropriate <br />Falling intonation to indicate the end of a turn <br />Recognizes appropriate ways of speaking that vary according to the purpose, audience, and subject matter.<br />Formal presentation, informal presentation, conversing with adults, conversing with peers, role-playing, performing plays<br />Asks and answers instructional questions with more extensive supporting elements<br />“Could you please explain what you mean by ‘having a strange childhood’?”<br />Uses simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences. <br /> e.g. “It’s raining cats and dogs”, “To feel blue”, “To be as white as a ghost”<br />Prepares and delivers presentations on abstract ideas, global issues, obtained from various sources, using abbreviated notes.<br />Presentations on Education, Pollution and recycling, Local Customs, etc. <br />Uses talk as a tool for clarifying ideas.<br />Gives instructions and directions which are specific, easy to follow, and clearly sequenced. <br />Develops drama techniques to explore in role a variety of situations to respond to stimuli.<br />CAN-DO STATEMENTS<br />Level 5I – II MEDIONegotiates and initiates spontaneous social conversations and formal and informal presentations by questioning, restating, soliciting information, paraphrasing the communication of others, and producing original spoken language. Consistently using standard English grammatical forms with appropriate lexis and phonology and demonstrates limited target language cultural interaction. <br />Level 5 - Can-do Statements<br />Achieving this level implies that the student:<br />Orally summarizes literary pieces and authentic journalistic material in greater detail by including the characters, setting, plot, themes, mood and other literary elements.<br />is understood when speaking by consistently using standard English grammatical forms, sounds, intonation, pitch and modulation but may make random errors. <br />Accurate usage of grammar of previous levels <br />Accurate usage of the third conditional, Reported speech, Linking expressions ( e.g. even though, in spite of, unless, although), Cohesive devices (e.g. so to continue, in other words, for example), verbs followed by gerund and/or infinitive (e.g. forget, stop, go on, remember), <br />Rising and falling intonation for keeping, giving up, and offering turns<br />Stress and highlight rhythm to highlight and emphasize main points and ideas <br />Intonation and pitch to convey attitude<br />Participates in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information, providing relevant and imaginative responses. <br />“Could you please clarify the point you made on global warming?”<br />“You said that you disagree with a nuclear weapons ban.”<br />Recognizes appropriate ways of speaking that vary according to the purpose, audience, and subject matter.<br />Formal presentation, informal presentation, conversing with adults, conversing with peers, role-playing, performing radio-dramas, debates<br />Responds to messages by asking questions, challenging statements, or offering example that affirm the message. <br />(e.g. “That’s a good point but…”, “Perhaps I didn’t explain my point clearly…”)<br />Uses simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences. <br />(e.g. “heavy as a ton of bricks”, “soaking wet”)<br />Prepares and delivers more extended presentations on abstract ideas, global issues, and literary works/analysis obtained from various sources, using abbreviated notes following a process of organization, and demonstrating L2 cultural interaction. <br />Accurate use of signposting words (e.g. firstly, finally) <br />CAN-DO STATEMENTS<br />Level 6III – IV MEDIONegotiates and initiates spontaneous social conversations and formal and informal presentations by questioning, restating, soliciting information, paraphrasing the communication of others, and generating original spoken language. Consistently uses standard English grammatical forms with appropriate lexis and phonology and demonstrates target language cultural interaction. <br />Level 6 - Can-do Statements<br />Achieving this level implies that the student:<br />Orally summarizes literary pieces and authentic journalistic material in greater detail by including the characters, setting, plot, themes, mood and other literary elements. <br />Makes himself understood when speaking by consistently using standard English grammatical forms, sounds, intonation, pitch, and modulation but may a few make random errors. <br />Accurate usage of grammar of previous levels and use of the previously mentioned grammar structures though errors may occur when attempting to use combinations of these structures across sentence boundaries. <br />Accurate usage of stress and intonation patterns, pitch and volume to: <br />engage and maintain interest <br />signal the provision of new information <br />indicate discourse structure <br />Pronunciation of varied lexis with minimal L1 transfer <br />Participates in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information while assuming responsibility for long turns and fluidity of conversation. <br />Recognizes appropriate ways of speaking that vary according to the purpose, audience, and subject matter.<br />Use of technical and/or business lexis when appropriate <br />Appropriate expression of critical thinking <br />Techniques for dramatic performance <br />Responds to messages by asking questions, challenging statements, or offering example that affirm the message, downplay and softens a statement, and/or expresses caution, . <br />(e.g. “It’s quite difficult…, If I could just ask..., It tends to be…, It seems as if…)<br />Uses advanced figurative language and idiomatic expressions to communicate ideas to a variety of audiences. <br />Prepares and delivers extended presentations/reports based on abstract ideas, global issues, and literary works/analysis obtained from various sources, concentrating on investigation, a problem and solution, and/or a cause and effect using very abbreviated notes, demonstrating L2 cultural interaction, and following a process of organization. <br />Presentation of literary passage analysis with/without extensive preparation <br />Exposition of global issue with critical analysis <br />Use of more complex signposting expressions “e.g. I’d like to begin with…, On the other hand, So to sum up…”<br />CAN-DO STATEMENTS<br />Level 7EXCELLENCENegotiates and initiates spontaneous social conversations and formal and informal presentations by questioning, restating, soliciting information, and paraphrasing the communication of others, and generating highly original spoken language. Consistently uses standard English grammatical forms with appropriate lexis and phonology and demonstrates extensive target language cultural interaction. <br />Level 7 - Can-do Statements<br />Achieving this level implies that the student:<br />Orally summarizes literary pieces, authentic journalistic material, and academic texts in greater detail by including the characters, setting, plot, themes, mood and other literary elements and/or persuasive devices, discourse structure, application of theory, etc. <br />Makes himself understood when speaking by consistently using standard English grammatical forms, sounds, intonation, pitch, and modulation. <br />Accurate usage of grammar of previous levels virtually error free. <br />A range of stress and intonation patterns, pitch and volume to convey subtle shifts in meaning and attitude. <br />Various features of pronunciation which only occasionally deviate from an internationally intelligible model. <br />Stress and intonation patterns which are recognisably specific without lapses in intelligibility. <br />Demonstrates a comprehensive and reliable mastery of a very wide range of language. (e.g. to formulate thoughts precisely, give emphasis and eliminate ambiguity) <br />Uses various linguistic forms to reformulate ideas to convey finer shades of meaning. <br />Uses more advanced figurative language and idiomatic expressions to communicate ideas to a variety of audiences.<br />Prepares and delivers extended presentations/reports in various content areas including a purpose, point of view, introduction, coherent transition, and appropriate conclusions obtained from various sources (fiction and non-fiction), concentrating on investigation, a problem and solution, and/or a cause and effect using very abbreviated notes following a process of organization, using relevant examples, and demonstrating critical thinking. <br />PROGRESS MAP – WRITING<br />Level 7Writes a comparative commentary analyzing and comparing similarities and differences between texts and their themes.Includes comments on the ways the authors use elements such as structure, tone, images and other stylistic devices to communicate their purposes.Chooses an appropriate text type to express and fulfill clearly his purpose and message regarding a specific theme.Writes an essay based on literary or cultural options studied, considering the rhetorical situation.Respects punctuation and spelling in the wording considering conventional and figurative meaning. Level 6III - IVWrites fiction and non-fiction texts with instructional, descriptive, persuasive and argumentative purposes. Organizes sentences around a specific topic, using simple and complex grammar structures in different verb tenses and using adequate and accurate vocabulary. Develops several ideas or information about a central theme/topic using some rhetorical devices in a critical and reflective manner. Respects punctuation and spelling in the wording considering conventional and figurative meaning. Plans, writes, edits and proofreads a text according to the restrictions of a specific writing task.Level 5I - IIWrites fiction and non-fiction texts related to concrete and familiar topics with instructional, descriptive, persuasive and argumentative purposes. Organizes sentences around a specific topic, using simple and complex grammar structures in different verb tenses and using adequate and appropriate vocabulary. Develops several ideas or information about a central theme/topic using some rhetorical devices. Respects punctuation and spelling in the wording considering conventional and figurative meaning.Level 47th – 8th Writes fiction and non-fiction texts related to concrete and familiar topics with instructional, descriptive and persuasive purposes. Organizes sentences around a specific topic, using simple and complex grammar structures in different verb tenses and using adequate and appropriate vocabulary. Respects punctuation and spelling in most of the wording.Level 35th - 6thWrites short fiction and non-fiction texts related to concrete and familiar topics with instructional and descriptive purposes. Organizes original sentences and/or others using formulaic expressions. Uses simple grammatical structures, using adequate and appropriate vocabulary. Respects basic punctuation and spelling in most of the wording.Level 23rd – 4thWrites short texts related to concrete and familiar topics with instructional and descriptive purposes. Uses simple grammatical structures, applying core vocabulary. Awareness of basic punctuation and spelling in most of the wording.Level 11st – 2ndDevelops and/or completes short written texts related to concrete and familiar topics with instructional and descriptive purposes. Uses simple grammatical structures, applying some core vocabulary. Awareness of basic punctuation and spelling in the wording.<br />CAN-DO STATEMENTS<br />Level 11st – 2ndDevelops and/or completes short written texts related to concrete and familiar topics with instructional and descriptive purposes. Uses simple grammatical structures, applying some core vocabulary. Awareness of basic punctuation and spelling in the wording.<br />Level 1- Can-do Statements<br />Achieving this level implies that the student:<br />Combines letters to form words.<br />Drafts, revises and edits written texts with teacher’s support.<br />Follows left to write directionality.<br />Gathers and shares information and ideas by brainstorming and observing.<br />Makes changes to incorrect punctuation.<br />Provides personal ideas and information based on a model or framework provided.<br />Puts words in a logical order to make meaningful sentences.<br />Puts words in a logical order to narrate a sequence of events.<br />Reproduces sentences based on a model.<br />Understands and creates lists.<br />Uses basic punctuation in sentences.<br />Uses capital and small letters.<br />Uses capital letters correctly.<br />Uses print script.<br />Writes riddles.<br />Level 23rd – 4thWrites short fiction and non-fiction texts related to concrete and familiar topics with instructional and descriptive purposes. Includes original sentences and/or others using formulaic expressions. Uses simple grammatical structures, applying some core vocabulary. Awareness of basic punctuation and spelling in most of the wording.<br />Level 2 - Can-do Statements<br />Achieving this level implies that the student:<br />Drafts, revises and edits texts with teacher’s guidance and peer support.<br />Formulates suitable instructions using connectors and imperatives.<br />Gathers and shares information by using strategies such as brainstorming and listing.<br />Gathers and organizes information using labels.<br />Organizes information in lists.<br />Plans and organizes information necessary for a book review.<br />Plans and organizes information.<br />Presents information in categories.<br />Provides information based on a given model or framework.<br />Puts instructions in a logical order.<br />Puts words in a logical order to make meaningful phrases or sentences.<br />Reproduces sentences based on teacher’s model.<br />Reviews and revises writing based on comments.<br />Sequences events in a fable.<br />Understands and applies conventions of punctuation.<br />Uses a narrative structure that comprises setting, characters, problems, events and solutions when writing about real and imaginary experiences.<br />Uses appropriate format and conventions of a thank-you letter or to take down a telephone message.<br />Uses full stops after letters in initials; uses initials for a person’s name.<br />Uses language conventions to write rhyming poems. <br />Uses the language conventions of an invitation.<br />Uses the language skills learnt to write a diary entry to express wishes, reasons and intentions.<br />Uses appropriate structures and vocabulary to describe feelings.<br />Uses basic sentence punctuation.<br />Uses exclamation marks; uses commas and ‘and’ in lists.<br />Writes notes for a presentation.<br />Level 35th - 6thWrites short fiction and non-fiction texts related to concrete and familiar topics with instructional and descriptive purposes. Organizes original sentences and/or others using formulaic expressions. Uses simple grammatical structures, using adequate and appropriate vocabulary. Respects basic punctuation and spelling in most of the wording.<br />Level 3 - Can-do Statements<br />Achieving this level implies that the student:<br />Plans, writes and edits non-fiction texts (e-mails, reports, explanations, postcards, letters, instructions, journal entries) and fiction texts (short stories, alliterative sentences) according to the framework.<br />Writes a brief narrative that includes characters, a setting, sequence and main events and express with simple written sentences.<br />Edits and corrects punctuation, capitalization, and spelling of high-frequency words.<br />Applies verb tenses such as present and past in imperative, simple and continuous form.<br />Uses adverbs of manner, time, place and frequency.<br />Uses a variety of word choice to express a clear message.<br />Select and use meta-cognitive strategies appropriately.<br />CAN-DO STATEMENTS<br />Level 47th - 8thWrites fiction and non-fiction texts related to concrete and familiar topics with instructional, descriptive and persuasive purposes. Organizes sentences around a specific topic, using simple and complex grammar structures in different verb tenses and using adequate and appropriate vocabulary. Respects punctuation and spelling in most of the wording.<br />Level 4 - Can-do Statements<br />Achieving this level, implies that the student:<br />Plans, writes, edits and proofreads non-fiction texts (reports, leaflet, explanation, instruction, recounts, journals, discursive and persuasive) and fiction texts (playscripts, poetry, short stories) according to the corresponding writing framework.<br />Applies verb tenses such as present and past in imperative, simple, continuous, perfect and passive forms.<br />Uses manner, place, time, frequency and degree adverbs.<br />Uses simple, complex, compound and complex-compound sentences with their corresponding linking devices.<br />Demonstrates the appropriate use of register to suit different circumstances.<br />Uses modal verbs to express different functions of the language.<br />Uses different types of adjectives to describe and compare objects, people and situations.<br />Uses different types of pronouns (subject, object, possessive, relative and reflexive) according to the referent in the text. <br />Uses prepositions of place, time, direction and movement.<br />Distinguishes and uses main, subordinate and relative clauses.<br />Increases vocabulary forming new words through affixes.<br />Punctuates adequately using periods, commas and apostrophe<br />Selects and uses metacognitive strategies appropriately.<br />Recognises the cues to start a new paragraph and uses the first sentence effectively to orientate de reader.<br />Organises texts in ways appropriate to their content and signpost this clearly to the reader.<br />Expresses a personal view, adding persuasive emphasis to key points <br />Identifies and reports the main points emerging from discussion <br />Finds and uses different ways to validate an argument<br />Describes an object, person or setting in a way that includes relevant details and is accurate and evocative.<br />Makes links between reading fiction, plays and poetry and making choices as writers <br />CAN-DO STATEMENTS<br />Level 5I – II MEDIOWrites fiction and non-fiction texts related to concrete and familiar topics with instructional, descriptive, persuasive and argumentative purposes. Organizes sentences around a specific topic, using simple and complex grammar structures in different verb tenses and using adequate and appropriate vocabulary. Develops several ideas or information about a central theme/topic using some rhetorical devices. Respects punctuation and spelling in the wording considering conventional and figurative meaning.<br />Level 5 - Can-do Statements<br />Achieving this level implies that the student:<br />Plans, writes, edits and proofreads non-fiction texts (informative, discursive, argumentative and persuasive) and fiction texts (playscripts, poetry, short stories) according to the corresponding writing framework.<br />Applies verb tenses such as present and past in imperative, simple, continuous, perfect and passive forms.<br />Uses simple, complex, compound and complex-compound sentences with their corresponding linking devices, demonstrating awareness of register.<br />Uses modal verbs to express different functions of the language.<br />Uses different types of pronouns (subject, object, possessive, relative and reflexive) according to the referent in the text. <br />Chooses sophisticated language according to a specific writing tasks.<br /> Applies all punctuation marks adequately.<br />Selects and uses metacognitive strategies appropriately.<br />CAN-DO STATEMENTS<br />Level 6III – IV MEDIOWrites fiction and non-fiction texts with instructional, descriptive, persuasive and argumentative purposes. Organizes sentences around a specific topic, using simple and complex grammar structures in different verb tenses and using adequate and accurate vocabulary. Develops several ideas or information about a central theme/topic using some rhetorical devices in a critical and reflective manner. Respects punctuation and spelling in the wording considering conventional and figurative meaning. Plans, writes, edits and proofreads a text according to the restrictions of a specific writing task.<br />Level 6 - Can-do Statements<br />Achieving this level implies that the student:<br />Plans, writes, edits and proofreads non-fiction texts (informative, discursive, argumentative and persuasive) and fiction texts (playscripts, poetry, short stories) according to the corresponding writing framework.<br />Applies verb tenses such as present and past in imperative, simple, continuous, perfect and passive forms.<br />Uses simple, complex, compound and complex-compound sentences with their corresponding linking devices, demonstrating awareness of register.<br />Uses modal verbs to express different functions of the language.<br />Uses different types of pronouns (subject, object, possessive, relative and reflexive) according to the referent in the text. <br />Chooses sophisticated language according to a specific writing tasks.<br /> Applies all punctuation marks adequately.<br />Responds to a source text, handling the information appropriately. <br />Implies ideas through the choice of language. <br />Indicates personal attitude.<br />Selects and uses metacognitive strategies appropriately.<br />CAN-DO STATEMENTS<br />Level 7EXCELLENCEWrites a comparative commentary analyzing and comparing similarities and differences between texts and their themes.Includes comments on the ways the authors use elements such as structure, tone, images and other stylistic devices to communicate their purposes.Chooses an appropriate text type to express and fulfill clearly his purpose and message regarding a specific theme, demonstrating his understanding of the appropriate features of a range of text types.Writes an essay based on literary or cultural options studied, considering the rhetorical situation.Respects punctuation and spelling in the wording considering conventional and figurative meaning.<br />Level 7 - Can-do Statements<br />Achieving this level implies that the student:<br />Uses a high degree of accuracy in grammar, spelling and sentence construction although the text is not free from error.<br />Makes use of course material in a manner that is appropriate to the purposes and contexts of chosen written tasks. <br />Chooses register and style consistently and appropriately.<br />Selects a varied and highly appropriate vocabulary, idioms and idiomatic expressions.<br />Expresses ideas showing a high degree of critical thinking.<br />Supports main ideas with well-chosen examples and illustrations.<br />Integrates comments on stylistic devices and their effects of a source text in a structured essay.<br />