SAMUEL PAPÚ - STATEMENT OF RESULT
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Samuel Alberto Papu Jimeno passed the Preliminary English Test (PET) exam with a score of 85/100. The PET exam evaluates English proficiency at level B1 of the Common European Framework. Samuel's score of 85 indicates he passed the exam with Merit, demonstrating good achievement at level B2. The PET exam assesses reading, writing, listening, and speaking skills and is one step above the Key English Test in the UK qualifications framework.
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JUAN SARMIENTO - STATEMENT OF RESULT
Juan Sebastian Sarmiento Donado took the Preliminary English Test (PET) in Bogota, Colombia in November 2014. He received a score of 85 out of 100, which qualifies as a Pass with Merit. The PET examines English proficiency at Level B1 of the Common European Framework of Reference, which is equivalent to Entry Level 3 in the UK National Qualifications Framework.
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Jesús Elias Parra Avila passed the Preliminary English Test (PET) with a score of 78/100. The PET exam tests general English proficiency at level B1 in the Common European Framework. Parra Avila's results indicate he has good achievement at the B1 level. Scores between 70-84 constitute a pass on the PET exam.
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Gustavo Junior Medina Acacio passed the Preliminary English Test (PET) with a score of 70/100. The PET exam tests English proficiency at level B1 of the Common European Framework. It also corresponds to level 3 in the UK National Qualifications Framework. The PET exam assesses reading, writing, listening, and speaking skills. Scores between 70-84 indicate a pass at the B1 level.
EMMANUEL ALMARALES - STATEMENT OF RESULT
Emmanuel Junior Almarales Castellon from Bogota took the Preliminary English Test (PET) in November 2014 and received a score of 67/100, achieving Council of Europe Level A2. The PET examination is at Level B1 of the Common European Framework of Reference and at Entry Level 3 of the UK National Qualifications Framework. Scores between 45-69 are considered Level A2, demonstrating a range of ability from weak to borderline.
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Polina Zamorina passed the Certificate of Proficiency in English exam with a score of 79/100, earning a grade of B. The CPE exam tests English proficiency at level C2, the highest level in the Common European Framework. Polina's score of 79 indicates a good level of achievement at the C2 level. The exam assesses reading, writing, use of English, listening, and speaking skills, with a total of 200 marks available and scores converted to a standardised scale of 100.
JOHANNY'S CUETO - STATEMENT OF RESULT
JOHANY'S PAOLA CUETO GIRALDO passed the Preliminary English Test (PET) with a score of 76/100. The PET examines English proficiency at Level B1 of the Common European Framework of Reference, equivalent to Entry Level 3 in the UK National Qualifications Framework. Scores of 70-84 represent a Pass, indicating a range of ability from borderline to good achievement at the B1 level.
JOSÉ AGUIRRE - STATEMENT OF RESULT
Jose Daniel Aguirre Acosta took the Preliminary English Test (PET) in November 2014 in Bogota and received a score of 69/100, achieving Council of Europe Level A2. The PET examines general English proficiency at Level B1 of the Common European Framework of Reference. Jose's results indicate borderline ability at Level A2, which covers scores between 45-69. The PET is also at Entry Level 3 in the UK National Qualifications Framework.
JUAN OLIVO - STATEMENT OF RESULT
Juan Enrique Olivo Socarras received a score of 69/100 on the Preliminary English Test (PET) exam, placing him at Council of Europe Level A2. The PET exam evaluates general English proficiency at Level B1 of the Common European Framework. It is also at Entry Level 3 in the UK National Qualifications Framework. Scores on the PET can range from Pass with Distinction to Fail, with Level A2 covering scores between weak and borderline performance. This document provides Juan's results but is not an official certificate.
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Juan Sebastian Sarmiento Donado took the Preliminary English Test (PET) in Bogota, Colombia in November 2014. He received a score of 85 out of 100, which qualifies as a Pass with Merit. The PET examines English proficiency at Level B1 of the Common European Framework of Reference, which is equivalent to Entry Level 3 in the UK National Qualifications Framework.
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Jesús Elias Parra Avila passed the Preliminary English Test (PET) with a score of 78/100. The PET exam tests general English proficiency at level B1 in the Common European Framework. Parra Avila's results indicate he has good achievement at the B1 level. Scores between 70-84 constitute a pass on the PET exam.
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Gustavo Junior Medina Acacio passed the Preliminary English Test (PET) with a score of 70/100. The PET exam tests English proficiency at level B1 of the Common European Framework. It also corresponds to level 3 in the UK National Qualifications Framework. The PET exam assesses reading, writing, listening, and speaking skills. Scores between 70-84 indicate a pass at the B1 level.
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Emmanuel Junior Almarales Castellon from Bogota took the Preliminary English Test (PET) in November 2014 and received a score of 67/100, achieving Council of Europe Level A2. The PET examination is at Level B1 of the Common European Framework of Reference and at Entry Level 3 of the UK National Qualifications Framework. Scores between 45-69 are considered Level A2, demonstrating a range of ability from weak to borderline.
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Polina Zamorina passed the Certificate of Proficiency in English exam with a score of 79/100, earning a grade of B. The CPE exam tests English proficiency at level C2, the highest level in the Common European Framework. Polina's score of 79 indicates a good level of achievement at the C2 level. The exam assesses reading, writing, use of English, listening, and speaking skills, with a total of 200 marks available and scores converted to a standardised scale of 100.
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Jose Daniel Aguirre Acosta took the Preliminary English Test (PET) in November 2014 in Bogota and received a score of 69/100, achieving Council of Europe Level A2. The PET examines general English proficiency at Level B1 of the Common European Framework of Reference. Jose's results indicate borderline ability at Level A2, which covers scores between 45-69. The PET is also at Entry Level 3 in the UK National Qualifications Framework.
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Juan Enrique Olivo Socarras received a score of 69/100 on the Preliminary English Test (PET) exam, placing him at Council of Europe Level A2. The PET exam evaluates general English proficiency at Level B1 of the Common European Framework. It is also at Entry Level 3 in the UK National Qualifications Framework. Scores on the PET can range from Pass with Distinction to Fail, with Level A2 covering scores between weak and borderline performance. This document provides Juan's results but is not an official certificate.
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APRENDIENDO CONTENIDOS A TRAVÉS DEL INGLÉS: VISUALIZACIÓN DE UNA ESCUELA PÚBLICA BILINGÜE Presentada y suatentanda por el profesor Fabián Padilla De la Cerda. Es una Propuesta Colectiva del Proyecto de Bilinguismo Its English Time de la IED Técnica Bilingue Jorge Nicolás Abello de la ciudad de Barranquilla
Writing process rubric
This rubric evaluates student writing based on six criteria: punctuation, capitalization, grammar, content/ideas, spelling, and timeliness. For each criteria, students can score from 1 to 5 points, with 1 being "Needs Improvement" and 5 being "Excellent". The rubric is used to provide students with clear guidelines on expectations for their writing and to standardize scoring of writing assignments.
Science k 4
El documento presenta el plan de área de Ciencias Naturales de una institución educativa. En 3 oraciones o menos:
El plan describe la misión y visión del área, que busca desarrollar el pensamiento científico en los estudiantes. Incluye las competencias específicas, el perfil del estudiante y los propósitos anuales por grado. También presenta la malla curricular con estándares, ejes temáticos y contenidos para cada grado de transición a tercero.
Social studies 1 y 4
Este documento presenta los componentes de un plan de área para Ciencias Sociales. Incluye la misión, visión y competencias específicas del área, así como el perfil de egreso de los estudiantes. También describe los propósitos anuales para cada grado, que van de reconocer la identidad nacional en los primeros grados a analizar críticamente documentos e investigar como científicos sociales en los grados más avanzados. El documento provee los lineamientos curriculares para el desarrollo de habilidades y conocimientos
Lessonplansocialstudies2 150614133845 lva1 app6892
Colombia shares borders with five countries and is located in the northwest of South America. The lesson plan reviews Colombia's borders and location, as well as maritime borders and a dispute between Colombia and Nicaragua over islands in the Caribbean Sea. Students will label a map, act out the border dispute, and answer worksheet questions about Colombia's neighboring countries, cardinal directions, size, and maritime boundaries.
Lessonplansocialstudies1stterm 150614133845 lva1 app6892
The lesson plan introduces students to the departments of Colombia. It begins with an activity where students write department names underneath their initial letters on the board. Then, the teacher presents a map of Colombia and its surrounding countries, asking students to identify locations and share experiences visiting departments. Students practice labeling the map by attaching department name cards in the correct places and identifying bordering countries. To assess learning, students fill out their own maps and answer short writing questions about departments they have visited or want to visit.
Lesson plan writing numbers
La profesora Liliana Castillo enseñará a estudiantes de cuarto grado sobre los sistemas numéricos y la escritura de números. Durante tres días, los estudiantes repasarán números naturales hasta las centenas de mil, aprenderán a escribirlos en forma normal, en palabras y en forma desarrollada, y practicarán escribiendo correctamente números en las tres formas. El objetivo es que los estudiantes puedan identificar y representar números naturales hasta las centenas de mil.
SOCIAL STUDIES LESSON PLAN 2: "COLOMBIA AND ITS LOCATION IN THE WORLD"
Colombia is located in northwestern South America. It borders Panama, Peru, Ecuador, Venezuela, and Brazil. The lesson teaches students about Colombia's location, borders, and maritime limits. For a long time, Colombia and Nicaragua disputed control over islands in the Caribbean Sea and maritime borders. This conflict was resolved in 2012 by the International Court of Justice, which gave Colombia control of the islands of San Andres and Providencia but gave Nicaragua more sea territory.
SOCIAL STUDIES LESSON PLAN 1: "COLOMBIA AND ITS LOCATION IN THE WORLD"
The lesson plan introduces students to the departments of Colombia. The teacher will have students go to the board and write department names underneath their starting letters. Students will then practice identifying locations on a map of Colombia by attaching department name pieces of paper in the correct places and identifying surrounding countries. For the closing, students will write about a department they visited or would like to visit.
SCIENCE LESSON PLAN: THE MICROORGANISMS
The lesson plan aims to teach students about beneficial microorganisms. The teacher will start by asking students if salmonella and E. coli are helpful or harmful, and have them identify the angry face. Next, the teacher will do an activity where students touch, smell, and identify common microorganisms like milk, yogurt, bread, and cheese. Finally, the teacher will summarize that some bacteria can be helpful because they help people and plants stay healthy, listing examples like bacteria breaking down food in our bodies, mold making penicillin, and yeast making bread rise. Students will complete practice activities and a worksheet to reinforce the lesson.
Lesson plan colombia state
The document outlines a lesson plan about the branches of government and geography of Colombia. It includes dividing students into groups to present on topics like the Colombian state, territories, population, and using an activity with lemons to demonstrate how people can look different on the outside but be similar on the inside. The lesson aims to teach students about the executive, legislative and judicial branches, geography terms like longitude and latitude, diversity in Colombia, and that despite surface level differences, fundamentally people are alike.
WORKSHOP: USING SONGS
This document discusses how songs can be used in language learning. It notes that songs help students learn vocabulary, grammar, pronunciation and listening skills. They enhance memory and can help with classroom management. The document provides tips for using songs, such as modeling lyrics, having students sing, and using songs that fit the lesson topic like parts of the body, animals or food. It recommends pre-teaching new words and playing the song repeatedly. Songs should not be overused or too difficult. Suggested online resources for educational songs are also provided.
WORKSHOP:USING PICTURES AND MOVEMENT IN THE ENGLISH CLASSROOM
The document discusses using pictures and movement in English language classrooms and moving away from direct translation. It provides several reasons for using pictures in language lessons, including that pictures provide visual support for learning vocabulary and structures, they are more convenient to bring into the classroom than real objects, they add interest to writing exercises and discussions, and they promote creative and critical thinking. Several picture-based activities are described, such as describing what is happening in a picture, what roles the people have, finding similarities and differences, and putting together cut-up puzzle pictures.
WORKSHOP: LESSON PLAN DESIGN
This document provides guidance on creating lesson plans for content-based instruction (CBI) classrooms. It outlines the key components of a lesson plan, including objectives, a warm-up activity, pre-lesson activity, presentation of new material, and production activity to reinforce learning. Teachers are instructed to identify essential vocabulary and provide repeated exposure through various multimodal activities. Reflection on lesson objectives and student learning is also emphasized.
WORKSHOP:CURRICULUM DESIGN
The document provides guidance on curriculum design for CBI (Communication-Based Instruction) classrooms. It discusses that curriculums take collaborative, thoughtful planning. The objectives are to help teachers identify the essential parts of a curriculum and design one for their CBI classroom. It defines curriculum design as organizing what students will learn and provides examples of curriculum components like units, topics, lessons, and objectives. It also offers strategies like pre-teaching vocabulary, using gestures and pictures to support learning, and reviewing material regularly.
MALLA NIVEL B+
El documento presenta el plan de estudios del 11° grado. Los propósitos anuales son identificar diferentes tipos de textos, implementar estrategias de lectura, y asumir una posición crítica. El plan contiene 4 unidades que cubren temas como el uso del pasado y futuro, solicitudes, descripciones hipotéticas, usando gramática como el gerundio y condicionales. Los estudiantes serán evaluados a través de ejercicios de lectura, escritura y actividades de speaking.
More from It's English Time (16)
Propuesta premio compartir, Ganadora Premio Compartir 2016
Propuesta premio compartir, Ganadora Premio Compartir 2016
Lessonplansocialstudies2 150614133845 lva1 app6892
Lessonplansocialstudies2 150614133845 lva1 app6892
Lessonplansocialstudies1stterm 150614133845 lva1 app6892
Lessonplansocialstudies1stterm 150614133845 lva1 app6892
SOCIAL STUDIES LESSON PLAN 2: "COLOMBIA AND ITS LOCATION IN THE WORLD"
SOCIAL STUDIES LESSON PLAN 2: "COLOMBIA AND ITS LOCATION IN THE WORLD"
SOCIAL STUDIES LESSON PLAN 1: "COLOMBIA AND ITS LOCATION IN THE WORLD"
SOCIAL STUDIES LESSON PLAN 1: "COLOMBIA AND ITS LOCATION IN THE WORLD"
WORKSHOP:USING PICTURES AND MOVEMENT IN THE ENGLISH CLASSROOM
WORKSHOP:USING PICTURES AND MOVEMENT IN THE ENGLISH CLASSROOM
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