This document contains important information

regarding the new Adult Program at

Euroidiomas. Please review its contents and
take them into consideration as much as
possible in order to ensure successful
experiences for your students and optimal
results at the program level. The new program
is more competitive and offers many benefits
to our students. Your preparation and
professional disposition will ensure your
students’ success.

Teacher
Guide for
New Adult
Program
Introduction, Structure,
Methodology, & Assessment
Academic Department Central Office
INTRODUCTION
We have renovated the Adult Program at Euroidiomas for the purpose of making it more effective
as well as attractive to a highly competitive market. It has been restructured so that each course is
offered on a monthly basis and each level is of a different length. The program offers the following
benefits:

 Shorter overall length: 31 months as opposed to 38

 Fewer sessions per month
 Wide selection of schedules and frequencies
 Shortest basic level on the market
 Elementary courses for “real beginners”
 More comprehensive development of essential language knowledge, skills, and
competencies.
 International proficiency examinations at no cost
 Less expensive, smaller overall investment
 University of Cambridge FCE level is the target for graduation

It should be noted that it is not enough to simply execute a new program structure since renovation
must also be in other key areas if success is to be ensured. Results are what determine the overall
success of such a change, and the more our teachers are prepared and trained, the better the results
in terms of student learning and market perception.

STRUCTURE
The program’s structure is quite unconventional and offers a number of benefits in terms of its length,
number of courses, study materials, etc. They include:

 A basic level with 10 courses, the shortest on the market

 Intermediate level as the longest of the three, consistent with research
 24 hours per month, 48 in the case of the Super-Fast (super-intensive) courses
 A slightly longer amount of time dedicated to the B1/B1+ level
 American and British English combined focus
 Oriented towards international exams and standards
 Richer content at the advanced level, especially cultural material
 Test prep course book at the advanced level for the FCE
 744 hours overall, enough for an FCE
 Test prep material for each course
 Combined American – British English audios
 Technology with an avant garde course book

This program is unlike anything offered on the market before. Teachers will enjoy its versatility.

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The structure is as follows:

New Course Book Units Certificate or Exam

Basic 1 Open Mind Starter 1–3
Basic 2 Open Mind Starter 4-6
Basic 3 Open Mind Book 1 1–3
Basic 4 Open Mind Book 1 4–6
Basic 5 Open Mind Book 1 7–9
Basic 6 Open Mind Book 1 10 – 12
Basic 7 Open Mind Book 2 1–3
Basic 8 Open Mind Book 2 4–6
Basic 9 Open Mind Book 2 7–9
Basic 10 Open Mind Book 2 10 – 12 Basic Level
Intermediate 1 Open Mind Book 3 1–2
Intermediate 2 Open Mind Book 3 3–4
Intermediate 3 Open Mind Book 3 5–6
Intermediate 4 Open Mind Book 3 7–8
Intermediate 5 Open Mind Book 3 9 – 10 ELASH 1
Intermediate 6 Open Mind Book 3 11 – 12
Intermediate 7 Master Mind Book 1 1–2
Intermediate 8 Master Mind Book 1 3–4
Intermediate 9 Master Mind Book 1 5–6
Intermediate 10 Master Mind Book 1 7–8
Intermediate 11 Master Mind Book 1 9 – 10
Intermediate 12 Master Mind Book 1 11 – 12 Intermediate Level
Advanced 1 Master Mind Book 2 1–3
Advanced 2 Master Mind Book 2 4–6
Advanced 3 Master Mind Book 2 7–9
Advanced 4 Master Mind Book 2 10 – 12
Advanced 5 Ready for First 1–2
Advanced 6 Ready for First 3-5
Advanced 7 Ready for First 6–8
Advanced 8 Ready for First 9 – 11
Advanced 9 Ready for First 12 - 14 Advanced Level / ELASH 2

The Super-Fast (super-intensive) program consists of the following:

New Course Code Book Units Certificate or Exam

Super-Fast B1 NSFB1 Open Mind Starter 1–6
Super-Fast B2 NSFB2 Open Mind Book 1 1–6
Super-Fast B3 NSFB3 Open Mind Book 1 7 – 12
Super-Fast B4 NSFB4 Open Mind Book 2 1–6
Super-Fast B5 NSFB5 Open Mind Book 2 7 – 12 Basic Level
Super-Fast I1 NSFI1 Open Mind Book 3 1–4
Super-Fast I2 NSFI2 Open Mind Book 3 5–8
Super-Fast I3 NSFI3 Open Mind Book 3 9 – 12 ELASH 1
Super-Fast I4 NSFI4 Master Mind Book 1 1–4
Super-Fast I5 NSFI5 Master Mind Book 1 5–8
Super-Fast I6 NSFI6 Master Mind Book 1 9 – 12 Intermediate Level
Super-Fast A1 NSFA1 Master Mind Book 2 1–6
Super-Fast A2 NSFA2 Master Mind Book 2 7 – 12

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 Super-Fast A3 NSFA3 Ready for FCE 1–5
Super-Fast A4 NSFA4 Ready for FCE 6 – 11
12 – 14 / Advanced / ELASH 2
Super-Fast A5 NSFA5 Ready for FCE
Simulation

The implementation schedule is as follows:

Month Course to be implemented

May Basic 1 (horario estudiantil)

June Basic 1, Basic 2 (horario estudiantil), Basic 5, Basic 9, Intermediate 5

July Basic 1, Basic 3, Basic 4, Basic 5 (horario estudiantil), Basic 7, Basic 8,

(New Intermediate 1, Intermediate 2, Intermediate 7, Intermediate 8

Nomenclature)

August Basic 1, Basic 2, Basic 3, Basic 4, Basic 5, Basic 6 (horario estudiantil), Basic 7,

Basic 8, Basic 9, Intermediate 1, Intermediate 2, Intermediate 3, Intermediate 7,

(New
Intermediate 8, Intermediate 9
Nomenclature)

September Basic 1, Basic 2, Basic 3, Basic 4, Basic 5, Basic 6, Basic 7, Basic 8, Basic 9,
Basic 10, Intermediate 1, Intermediate 2, Intermediate 3, Intermediate 4,
(New
Intermediate 7, Intermediate 8, Intermediate 9, Intermediate 10
Nomenclature)

October Basic 1, Basic 2, Basic 3, Basic 4, Basic 5, Basic 6, Basic 7, Basic 8, Basic 9,

Basic 10, Intermediate 1, Intermediate 2, Intermediate 3, Intermediate 4,

(New
Intermediate 5, Intermediate 7, Intermediate 8, Intermediate 9, Intermediate 10,
Nomenclature)
Intermediate 11

November Basic 1, Basic 2, Basic 3, Basic 4, Basic 5, Basic 6, Basic 7, Basic 8, Basic 9,

Basic 10, Intermediate 1, Intermediate 2, Intermediate 3, Intermediate 4,

(New
Intermediate 5, Intermediate 6, Intermediate 7, Intermediate 8, Intermediate 9,

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Nomenclature) Intermediate 10, Intermediate 11, Intermediate 12

December Advanced 1, Advanced 5

January Advanced 1, Advanced 2, Advanced 5, Advanced 6

February Advanced 1, Advanced 2, Advanced 3, Advanced 5, Advanced 6, Advanced 7

March Advanced 1, Advanced 2, Advanced 3, Advanced 4, Advanced 5, Advanced 6,

Advanced 7, Advanced 8

April Advanced 1, Advanced 2, Advanced 3, Advanced 4, Advanced 5, Advanced 6,

Advanced 7, Advanced 8 , Advanced 9

METHODOLOGY
As stated earlier, the new program will not lead students to successful learning experiences unless a
variety of other factors are in its favor, most especially the methodology employed by teachers in
the classroom. Classroom learning at Euroidiomas must differentiate itself significantly from what can
be found at other language centers. In order to make this more likely, the Academic Department
Central Office would like you to enact our new methodology: EURO Xperience, which has its
foundations in Mercado’s (2016) QLL Dynamics framework. Please put into practice whenever you
are planning your lessons or teaching in the classroom. Rest assured, it will make your work easier
and maximize your students’ chances of learning successfully each and every day.

The following content has been borrowed from the book Leonardo A. Mercado – Euroidiomas’
academic director – has submitted to Macmillan Pelgrave (London) for publication in 2016. The book
is titled “Technology for the Language Classroom & Beyond”. Here is the relevant content that you
should keep in mind as you teach the courses in the new program:

Learners are often engaged in a constant evaluation of their teachers, lessons, materials,
classroom environment, technologies, and resources. Learners want to feel like their time is being spent
profitably and that the learning endeavor is worthwhile. Once they embark on a learning experience,
they should sense that goals are being met and that they are making substantial progress that becomes
more noticeable as the investment in time increases. Research studies have shown, however, that if
learners cannot perceive a relation between their efforts and acceptable outcomes, amotivation can set
in, making them lose the desire to continue with the learning endeavor simply because they do not expect
to achieve success or they no longer see the value in language learning process overall (Vandergrift,
2005). On the other hand, numerous other studies highlight the positive attitudes that can result from

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perceived end-of-training proficiencies in the language (i.e. speaking, reading, etc.) and other forms of
L2 achievement (Noels, Pelletier, y Vallerand, 2000). Motivation theorists remind us that “individuals’
choice, persistence, and performance can be explained by their beliefs about how well they will do on an
activity and the extent to which they value the activity” (Wigfield & Eccles, 2000, p.68).

Ultimately, language-learning success will provide learners with the motivation to continue with
their studies. Even so, maintaining a high level of motivation is no easy task. As Karaoglu (2015) points
out, “motivation fluctuates, and it is challenging to keep language learners' motivation at a high level all
the time” (¶4). Ideally, learners and teachers should be immersed in a highly positive emotional state,
much like the one Csikszentmihalyi (2014) calls “flow”, in which willing involvement, energized activity,
and ultimate enjoyment serve as the catalysts for optimal learning and performance. Dornyei (1994)
refers to the effect course materials, teaching methods, and learning tasks may have on learners. He
also cites teacher-specific variables, such as the instructor’s personality, teaching style, and relationship
they have with their students. Finally, the level and nature of the interactions among groups of students
can play an important role as well.

In the search for the 21st century classroom, it would seem that there are additional macro-level
variables that can greatly influence learner engagement and motivation. The first is TIME, which
characterizes the length of L2 input exposures, L2 output turns, activities, tasks, and any other event that
has the purpose of fostering language learning and practice. When too much or too little time is
allotted, chances are there will be a negative effect on learner performance and dispositions. The second
is what I would call EVENT CODIFICATION, which essentially means that learners will process and
codify all stimuli and situations during the lesson to determine their relevance in terms of their own
needs, wants, and aims. The greater the proportion of relevant events and positive critical incidents to
total class time, the greater the degree of “buy in” and willingness on the part of the learner to
collaborate with the learning experience. Needless to say, there is a greater chance that learners will
become disengaged when lessons are not deemed of value to their own personal interests. Finally,
DELIVERY is another all-important variable that is mainly up to the teacher, although learners share
some of the responsibility for it in collaborative classroom environments. As with any good presentation,
delivery is essential for maintaining the interest of an audience, except that in this case the audience
consists of a classroom full of learners. What I am affirming is that learners expect their teacher to be
entertaining, organized, confident, and convincing. The smoother the flow of activities and tasks, the
clearer the explanations and instructions, and the more pleasant the classroom environment, the more the
learners will commit to their “part of the deal” in the collaborative effort of seeking success with the
teacher. This requires an ample repertoire of effective instructional strategies, an amenable and visibly
effective teaching style, and innate characteristics on the part of the teacher, such as charisma,
organization, and resourcefulness. Learners must also present, perform, and explain for the class, and
their classmates will expect similar traits and virtues from them as well.
These are all factors 21st century learners are likely to consider when comparing their daily
classroom and multimedia language lab experiences to their own expectations. Hopefully, the result of
each assessment is that they will be looking forward to the following day’s lesson rather than abhor the
prospect. As a means of facilitating the integration of technology in the classroom and truly enriching
learning experiences, Quality Language Learning (QLL) Dynamics is a practical, simple-to-understand
pedagogical framework for learning that has technology as its main pillar:

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 Motivating

TECH

Kinesthetic L2 Output

Figure 1.1. Quality Language Learning (QLL) Dynamics Framework

As depicted in the graphic, QLL Dynamics consists of several essential driving forces that serve to create
the kind of fulfilling learning experience to which positive psychologists, such as Csikszentmihalyi, or
educational thinkers, such as Dornyei and Ushioda, so often refer. They are:

 Kinesthetic Dynamics: systematic, ongoing actions in class that promote changes in the
students’ physical displacement in order to keep them from remaining sedentary and
succumbing to boredom. Teachers can alternate seating arrangements and partners or
ask students to go to the board, perform in front of the class, or circulate around the
classroom for a communicative activity. These opportunities are constant and planned
carefully in advance, or created on-the-spot during a lesson whenever the teacher
decides.

 L2 Output Dynamics: The determination on the part of the teacher to use – as much as
possible - instructional strategies that promote “high quality” or extensive learner
practice in speaking and writing, such as think-pair-share, classroom interaction
techniques or CITs (Schwartz, 2001), freewriting, and the 4-3-2 technique (Arevart &
Nation, 1991), among so many others. Another key aspect of L2 Output Dynamics is
the maximization of the number of S-S or T-S interactions at any moment during a
lesson, having the largest number of students participate in the shortest amount of time.
For example, a teacher may have 70% to 100% of the class participate by speaking
with sustained, individual turns within a 90-second to 3-minute period. Overall, the
teacher goes above and beyond to create opportunities for productive language
practice.

 Motivating Dynamics: Choosing the right topics and themes for students, providing
interesting and helpful L2 input, using engaging activities and tasks, ensuring a
pleasant classroom environment, maintaining positive attitudes and “learner-friendly”
teaching styles, and any other aspect of the instructional cycle that can bring about a
positive affective response on the part of students.

 Tech Dynamics: Using technology to its fullest potential in order to make certain
learners find the kind of 21st century learning environment they expect. It is at the
center of the pyramid because it is a powerful driving force in its own right, but it can
also serve to enable and enhance the other dynamics that support the QLL Dynamics
framework.

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When observing your classes, we will determine to what extent all four of the
“dynamics” are present as you interact with your students and they carry out the
activities and tasks in the course.

Tip: When planning your lessons, please make sure at least one of the
“dynamics” is accounted for at each stage and at all times.

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STRATEGIES & TECHNIQUES
Again, one of the key features of the program at this first stage is the emphasis on oral
production on the part of our students. The following is a list of strategies and techniques
that are available to us in the program:

Strategy: 1 + 1 = 3

Purposes:
a. Summarize the material just presented.
b. Give a reaction to the theory, concepts, or information presented.
c. Predict what is going to be presented next; hypothesize.
d. Solve a problem.
e. Relate material to past learning and integrate it into conceptual
frameworks.
f. Resolve conceptual conflict created by presentation.

Procedure:
a. Each student formulates his or her answer.
b. Students share their answer with their partner.
c. Students listen carefully to their partner’s answer.
d. The pairs create a new answer that is superior to each member’s initial
formulation by integrating the two answers, building on each other’s
thoughts, and synthesizing.

Strategy: Timed Pair Share

Purposes:
a. Maximize student participation
b. Maximize STT
c. Make class more dynamic and engaging
d. Improve learner fluency

Procedure:
a. Students get into pairs. One is A and the other one is B.
b. The time limit is set for each student’s participation. (e.g. 45 sec., 1 min., etc.)
c. Each student takes turns participating.
d. One student reports on their partner’s answer.

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Strategy: Round Robin

Purposes:
a. Promote group work and listening skills.
b. Maximize STT
c. Improve turn-taking.
d. Improve learner fluency

Procedure:
a. Students get into groups of 3 or 4.
b. They answer a question on the board or ask each other questions about a
topic.
c. The time limit is set for each student’s participation. (e.g. 45 sec., 1 min., etc.)
d. Reporting is optional.

Strategy: Four Corners

Purposes:
a. Promote group work and listening skills.
b. Maximize STT
c. Improve turn-taking.
d. Improve learner fluency
e. Improve kinesthetic dynamics

Procedure:
a. Teacher poses question.
b. Students write down the answers.
c. Teacher designates each corner to an answer choice.
d. Students go to the corner that matches their answer and discuss it with the
other students there.
e. Teacher asks one student to report, has a class discussion, or holds a debate
with one member of the top two groups being chosen at random.

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Strategy: Chat Circle

Purposes:
a. Maximize student participation
b. Maximize kinesthetic dynamics
c. Improve turn-taking
d. Improve input turns

Procedure:
a. Divide the class into two equally sized groups. If uneven, outside circle is
smaller.
b. Set discussion question.
c. Have students in the outside circle (A) share, then the ones on the inside (B).
Time each participation.
d. Have them rotate.

Strategy: New Word Show

Purposes:
a. Improve vocabulary learning
b. Make class more student-centered
c. Improve turn-taking.
d. Promote reciprocal teaching between students
e. Improve kinesthetic dynamics

Procedure:
a. Teacher asks “What is your (new) word?”
b. Student says “My (new) word is ____.”
c. Teacher says “Great! Show us!”
d. Student goes to the front to act out or draw the word so others can understand
what it means. Verbal explanations are not ruled out, but they should be
avoided until after the acting out or drawing is completed.
e. Student turn is over when most in the class have demonstrated
comprehension.
d. Teacher can reinforce afterwards if needed.

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Strategy: 10, 7, 5

Purposes:
a. Improve mental processing
b. Improve fluency
c. Improve narration, explanation or story telling

Procedure:
a. Teacher asks a question or makes a statement about a topic.
b. Teacher gets students into pairs.
c. Students must think about what they are going to say in response.
d. Student A says everything he or she can about the question or statement, first
in 10 seconds, then in 7, and finally in 5. Then it’s Student B’s turn.
e. Students switch partners and do it again.
d. Time per turn can vary depending on proficiency or course level (originally
technique is called the 4-3-2 technique – measured in minutes)

Please remember that students should speak as much as possible since the speaking
component of the learning experience is likely to be considered to be the criterion for
success at this early stage of the program. Therefore, whenever possible, please consider
the following Max Output Taxonomy in your lesson planning:

 Responses
 Examples
 Explanations
 Summarizing / Paraphrasing
 Questions
 Reporting
 Classroom Language

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STUDENT MOTIVATION
Certainly, motivation will play a key role in getting the learners to participate and engage
in maximum student-talk-time. Here are some questions from Brown (2007, p.181):

 Does the activity appeal to the general interest of your students?

 Do you present the activity in a positive, enthusiastic manner?

 Are the students clearly aware of the purpose of the activity?

 Does the activity encourage students to discover for themselves certain

principles or rules?

 Does the activity present a reasonable challenge?

 Do students receive sufficient feedback on their performance (from each

other or you)?

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 TIPS FOR BASIC THREE
TEACHERS
Since some students classified to Basic 3 may have
more difficulties adapting than others, the following
suggestions should facilitate successful teaching –
learning cycles.

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HOURS 1 - 2
Do the Grammar Review section and clarify some basic language principles and concepts. Pre-teach
the content before they do each of the exercises suggested in the CAG. For example, for exercise
one, you may want to go over the verb to be very quickly:

Teacher: I….. Students: am Teacher: You….. Students: are

HOURS 3 - 4
 For the Unit 1 introduction, write the questions on the board and give one example. Have the
students give you more. Write giving personal information and then pre-teach or review the
words in the exercise by getting examples from the students and writing them on the board:
o First name
o Email address
o Password
o Etc.
 For the Reading activity, show the new words in the survey with visual support. Then go over
their pronunciation. Have the students write the words in their notebooks and the L1
equivalent.
 For the grammar, review the grammar by giving some basic examples, and then make them
gradually more difficult. For section D, create one dialogue together with the class.

HOURS 5 – 6
 For the Speaking, go over the new expressions.
 For Vocabulary, go over the regular numbers and then the ordinal numbers. Explain that the
ordinal numbers for 1, 2, 3 and any variation of the same (i.e. 21st, 22nd, 33rd) are
approached the same way and the sample applies to 4 – 10.
 For the Grammar section, go over the questions individually by modeling with students. Then
review them as a whole conversation.

HOURS 7 – 8
 For the Unit 2 Introduction, pre-teach the new words in Part B with visuals and then go over
the pronunciation.
 For the Vocabulary activity, instead of doing Parts B and C as they are, replace them with
an activity of your own. Maybe students can give examples of family or friends they have
and use them in sentences with the occupations.

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HOURS – 10
 For the Listening on p.22, go over the answer items in green if necessary.

HOURS 11 – 12
 Ask, “Who is a famous actor / actress in Peru?” and do the same for “from…” instead of
using the question for Part A in the Reading on p. 23.
 For the Grammar section, keep the expressions simple. Just use “Whose is this?” and don’t go
beyond that because it is not necessary. The same applies to keeping sentences simple for
the possessive pronouns.

HOURS 13 – 14
 Pre-teach “free time” to mean “time = no work or no activity”. Then draw an example on
the board, like so:
o Leo:
 Monday mornings (from 7 to 11) = he has nothing to do
 Monday afternoons (from 1 to 6) = he attends classes
 Monday evenings (from 7 to 9) = he studies
o Questions:
 Is he free Monday mornings?
 Etc.
 The intro has examples in the singular, but that usually occurs during a particular day or
week, not all of the time. If you were asking about next week specifically, you would then
use the singular.
 Grammar: choose frequent verbs they are comfortable with by brainstorming and then
create a Do/Does question with one of the words. Have them come up with more examples.

HOURS 15 – 16
 For the pronunciation activity, point out the difference between voiced and
unvoiced/voiceless sounds by having them touch their necks where the vocal chords should be
to see if they vibrate.
 Reading: Pre-teach the words as necessary before they do the activity.
 For the vocabulary activity, you might want them to choose their three favorite activities,
modeling the expected answer: I really like to ….1…., ….2….., and…..3…. They are my
favorite free-time activities.

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HOURS 17 – 18
 For Part A, do a brainstorming of ideas, which will then be used by your students to answer
the questions. Model some responses for them.
 As an extension to C, have the students come up with their own prompts, working in pairs.
 For the Speaking, keep student responses short so they don’t overwhelm themselves.
 For Vocabulary, Part B, have them use their online dictionaries if need be to clarify the
meaning of the new words.
 Part C is essentially a personalized transformation exercise.

HOURS 21 – 22
For the lab visit, take your students according to the schedule you have been assigned. Your visit
may be assigned for another time block, including an earlier one, in which case the schedule simply
adapts accordingly. You will be send a lesson plan based on your course and the lab’s availability.

BASIC PRINCIPLES TO CONSIDER

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EVALUATION SYSTEM
The new evaluation system will go into effect with this implementation. We consider it an
improvement over the previous system in that it is simpler, more precise, and easier to implement
than its predecessor.

In order to understand what our evaluation system actually encompasses, we are providing you with
summaries of the different types of information you will need to evaluate your students effectively.
You will need to conduct ongoing evaluation, obtain language samples, and administer other
assessments at different times during the cycle. In this document, we will be providing you with tables,
values, descriptors, and recommendations.

The following tables will illustrate the differences between the standard evaluation and the new
system. The grades per course (3 units) consist of the following:

SKILL AREA current system grades new system grades

Speaking 4 - 16 0 – 3 (x3)

Writing 4 - 16 0-3

Project 5 - 20 0-3

Final Exam 0 - 80 0-5

In order to provide students with a grade for each of the constructs, you should consider the
following performance descriptors:

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Speaking / Writing
The productive skills are perhaps the most important way to determine learner progress and success.
The scoring criteria for both skills are as follows:

Construct Value Description

The content and supporting language in the intended message is

Comprehensibility 0-1
understood.

Grammar or vocabulary that corresponds to the learning outcome was

Form 0-1
used correctly.

The student makes an effort to speak or write at length or beyond the

Effort 0 -1
minimum required for the task/activity.

Further explanation:

Comprehensibility:

This refers to the extent to which the overall student utterance or speaking turn is understood by
the listener (you, the evaluator) or the writing is understood by the reader. Most of what the
student is saying or writing should be comprehensible in order to assign a point.

Form:

This refers to the ability of the student to use the target form correctly, as stated in the learning
outcome. For example, if the student is required to make predictions using will, then most (50%
or more) of the attempts on her / his part should be successful.

Effort:

This refers to how the student tries to prove she/he can reproduce or produce beyond what is
minimally required. This means that the sentences are complete, multiple sentences are present
Reading
where applicable, and the content is characterized by ample vocabulary as much as possible. A
Basic 1 student, for example, will offer a complete sentence instead of one word or phrase (ex.
No, she is not. She is an actress instead of just No, she is not). Higher level students will
elaborate.

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Project
The project is another important evaluation. Students should be given choices whenever possible.
Here are scores that can be assigned according to the student’s performance:

Construct Value Description

Compliance 0-1 The task was completed as instructed.

Effort 0-1 The student made an effort to support

language presentation with realia, visual
support (e.g. flash cards, posters), or
technology that made performance more
effective.

Quality 0-1 The language used by the student clearly

reflected content and forms from the course.

Further explanation:

Compliance:

This refers to the student’s completion of the project according to the instructions. The presentation,
demonstration, or performance should reflect the students’ ability to meet the requirements as
stated in the original task alternative, including all components and tasks.

Effort:

This refers to the student’s ability to use aural, visual, realia, and other forms of support in order to
make the presentation, demonstration, or performance more comprehensible, engaging, and
effective.

Quality:

This refers to the student’s ability to synthesize (put together) language forms, course content, and
communicative functions. As they present, demonstrate, or perform, they are able to show their
ability to combine the skills and knowledge developed in the course.
Exam
There is only one written final exam per course. It has the most weight for a single assessment.

Percentage Correct # of Correct Items Number of Points

90% - 100% 27 - 30 5

80% - 89% 24 - 26 4

70% - 79% 21 - 23 3

60% - 69% 18 - 20 2

50% - 59% 15 - 17 1

49% or Below 0 - 14 0

Further explanation:

Scoring:

There will be one thirty-item final examination. The final score will be based on a range of 0 to 5.
Please use the table above to insert the value in the corresponding column.

General Recommendations

 Listen closely to students as they perform.

 Give another chance when applicable.

 Refer to and memorize descriptors.

 Give feedback every so often: individual reports.

 Don’t surprise students.

 Be careful with the accuracy of the information.

 Use only one column on the old form until you get the new one.

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