1

OFFICIAL COURSE SYLLABUS

FORMAT

COLLEGE: Education
PROGRAM: English Language Teacher Education Program

1. COURSE INFORMATION
COURSE TITLE: Intermediate English
CODE: NUMBER OF CREDITS: 7 WEEKLY HOURS: 10
REQUIREMENTS: Pre-intermediate English
AREA OF KNOWLEDGE: Socio-humanistic
UNIT IN CHARGE OF CURRICULAR DESIGN: English Language Teacher Education
Program
BASIC COMPONENT ELECTIVE COMPONENT
SEMESTER: 2017-2
INSTRUCTOR: Diego Fernando Macías
EMAIL: [email protected]
MEETING DAYS AND TIMES: Mondays thru Fridays (10:00 – 12:00 noon)
OFFICE HOURS: Tuesdays 8:00-10:00 a.m.
TIME OF STUDENTS’ ACADEMIC WORK:

Students’ academic In-class Work Independent Work Total (Hours)

activity
Hours 160 176 336

2. COURSE DESCRIPTION
This course seeks to continue the development of the communicative competence in the English language at
an intermediate level (B1.2 to B2). The course is intended to expand the students’ knowledge of structure
and vocabulary so that they can understand and produce more complex ideas in the target language.
Students are expected to become increasingly more confident in working with authentic materials.

They are encouraged to identify the products, practices and viewpoints of English-speaking cultures and
learn to discuss generalizations across them. At the same time, they are more aware of similarities and
differences between English and their native languages and cultures. They also become more adept at using
information and skills common to the target language which could be transferred to other disciplines.
Classroom and independent reading texts include both adapted and authentic material. Student writing
activities include short compositions and essays.

It is relevant to mention that the Ileusco Test will be considered as a passing requirement at the end of this
course. Therefore, students will be prepared for this challenge. Practice exams in the four skills will be
administered towards facilitating their performance and overall results in this test.
3. RATIONALE
The cultural, economic and political integration of nations around the world has positioned English as the
international language of communication, which has led millions of people to seek the development of
competence in that language. As in many other Latin American countries, the Colombian Ministry of
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Education has issued laws and proposed action plans seeking the development of bilingualism (Spanish –
English) among its citizens. The National Bilingual Program, together with regional and local bilingual
programs, have sought to aid Colombian teachers and students at all levels to improve their English skills. In
this process, the Common European Framework (CEF) has been the reference point for the teaching and
assessment of English in Colombia.

Many people confront the challenge of learning English by joining an English language teacher education
program, by taking private EFL courses and lessons, by engaging in self-teaching or independent learning
practices, or by travelling to English-speaking countries. This intermediate English course is part of the
curriculum of a teacher education program that aims to prepare EFL teachers to work in primary or
secondary schools across the country. Thus, students are expected to graduate from the program with a high
command of all English skills (equivalent to level C1 of the CEF) in order to meet the goals and
expectations of the National Bilingual Program “Colombia, Very Well” and of other educational policies
such as the Decree No. 2450 of 2015, issued by the Ministry of Education. In the same regard, students are
called to become more autonomous learners and enthusiastic users of the target language outside the
classroom.

4. GENERAL COMPETENCES
KNOW/KNOWLED INTERPRETIVE At the end of the course, the student
should be able to
GE (Savoir)
 understand extended speech and
lectures and follow even complex lines
of argument provided the topic is
reasonably familiar.
 understand most TV news and current
affairs programs.
 understand the majority of films with
standard dialect.
 read articles and reports connected
with contemporary problems in which
the writers adopt particular attitudes or
viewpoints.
 understand contemporary literary
prose.
 write clear, detailed text on a wide
range of subjects related to his/her
interest.
 write short essays or reports, passing
on information or giving reasons in
support or against a particular point of
view.
 write letters highlighting the personal
significance of events and experiences.
3

ARGUMENTATIVE The student will be able to:

 understand with a degree of fluency
and spontaneity that makes regular
interaction with native speakers quite
possible.
 take an active part in discussions in
familiar contexts, accounting for and
sustaining his/her views.
CONSTRUCTIVE The student will be able to
 present clear, detailed descriptions on a
wide range of subjects related to his
field of interest.
 explain a viewpoint on a topical issue
giving the advantages and
disadvantages of various options.
KNOW HOW/  Read short, simple texts on familiar matters of a concrete type
which consist of high frequency everyday job-related language.
SKILLS (Savoir faire)
 Write about everyday aspects of his/her environment (e.g.
people, places, a job or study experience in linked sentences.
 Write short basic descriptions of events, past activities, and
personal experiences.
 Interact with reasonable ease in structured situations and short
conversations, provided the other people help if necessary.
 Manage simple routine exchanges without undue effort and ask
and answer questions on unfamiliar topics in predictable
everyday situations.
BE/ EXISTENTIAL At the end of this course, the student should demonstrate:
(Savoir être)  Awareness, and looks out for signs of, the most significant
differences between customs, usages, attitudes, values and
beliefs prevalent in the target language and culture and those of
his or her own.
 Growth in the exploitation of his /her strengths and overcoming
his/her weaknesses to solidify the learning process.
 Awareness of the salient politeness conventions and acts
appropriately.
 Growth in working cooperatively and contributing in creating
an atmosphere to support all members of the class in their
learning

5. DEFINITION OF THEMATIC UNITS AND ALLOTMENT OF TIME FOR IN-CLASS AND

INDEPENDENT WORK
STUDENTS’ WORK
TOTAL
(hours)
OF
No. a) In- b)
NAME OF THEMATIC UNIT HOURS
class Independe
(a + b)
work nt Work
4

 Unit 1A-B-C American English File 4

 Diagnostic test
1  Review 20 22 42
 Preferences, comparisons, contrasting,
suggestions, assumptions
 Unit 2A-B-C American English File 4
 Ask for opinions, agreeing, disagreeing,
2 20 22 42
encouraging, demanding explanations, giving
advice
 Unit 3A-B-C American English File 4
3 20 22 42
 Wishes, complaints, results from suggestions
 Unit 4A-B-C American English File 4
4  Personal views, spread news, react to news items, 20 22 42
give alternatives, pay compliments
 Unit 5A-B-C American English File 4
5 20 22 42
 The psychology of music
 Unit 6A-B-C American English File 4
6 20 22 42
 Speaking to the world
 Oral presentations, self-assessment speaking
7 40 44 84
practice, and ILEUSCO test preparation
TOTAL 160 176 336

6. TENTATIVE WEEKLY COURSE PLANNER

PEDAGOGIC
Them
No. of ACTIVITIES AND
atic weeks CONTENTS H. T. P. H.T.I.
Unit STRATEGIES

Lab and Guided Indep.

Class
practice Work Work
1 1 Introduction to the course and syllabus 8 2 2 3
2 Diagnostic Test  Group discussions 8 2 2 3
ESSAY 1 – Writing prompt  Oral presentations and
reports
A. Theme: Q and A  Responding to writing
Grammar: Review Question prompts
formation  Individual oral reports
Vocabulary: Guessing meaning  Inductive and deductive
B. Theme: Do you believe it? approach to grammar
Grammar: Auxiliary verbs,  Inferring underlying
comparatives meanings
Vocabulary: Personality  Cooperative and
C. Theme: You´re the Doctor! collaborative work
Grammar: Present perfect, simple and
 Reading short stories
continuous.
 Ileusco test practice
Vocabulary: Illness and treatments
5

3 A. Theme: National Stereotypes 8 2 2 3

Grammar: Adjectives as nouns,
adjective order
Vocabulary: Clothes and Fashion
B. Theme: Air travel: The inside
story
Grammar: Narrative tenses, past
perfect continuous; so/such…. that
2 4 Vocabulary: air travel 8 2 2 3
C. Theme: Incredibly short stories
Grammar: Adverbs and adverbial
phrases
Vocabulary: Confusing adverbs and
adverbial phrases
 Oral presentations and
INDEPENDENT READING reports
CHECKPOINT 1 (Ch. 1-10)
EXAM 1  Process writing
5 8 2 2 3
 Individual oral reports
A. Theme: The one place a burglar
won’t look  Inductive and deductive
Grammar: Passive (all forms), it is approach to grammar
said that… he is thought to… etc.
Vocabulary: Crime and punishment  Inferring underlying
B. Theme: Stormy weather
meanings
Grammar: Future perfect and Future
6 Continuous  Cooperative and 8 2 2 3
3 Vocabulary: Weather
collaborative work
C. Theme: Taking a risk
Grammar: Conditional and future  Reading short stories
time clauses; likely and probably
Vocabulary: Expressions with take Ileusco test practice
7 ESSAY 2 – Writing prompt 8 2 2 3
A. Theme: Would you get out alive?
4 Grammar: Unreal Conditionals
Vocabulary: Feelings
B. Theme: How I train my husband
Grammar: Past Modals; would rather-
8 had better 8 2 2 3
Vocabulary: Verbs often confused
C. Theme: Let your body do the
talking
Grammar: Verbs of the senses
Vocabulary: The body

INDEPENDENT READING
CHECKPOINT 2 (Ch. 11-20)
5 9 EXAM 2 8 2 2 3
A. Theme: The psychology of music
Grammar: Gerunds and Infinitives
Vocabulary: Music
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10 B. Theme: Counting Sheep 8 2 2 3

Grammar: Used to, be used to, get
used to
Vocabulary: Sleep
C. Theme: Breaking news
Grammar: Reporting Verbs; as
Vocabulary: The media

11 ESSAY 3 – Writing prompt 8 2 2 3

A. Theme: Speaking to the World
Grammar: Articles
Vocabulary: collocations: word pairs
B. Theme: Bright lights, big city
6 12 Grammar: Uncountable, plural and 8 2 2 3
collective nouns; have something done
Vocabulary: Cities and towns
C. Theme: Eureka!
Grammar: Quantifiers: all/every, etc
Vocabulary: Science

13 A. Theme: I wish you wouldn´t…! 8 2 2 3

Grammar: structures after wish
Vocabulary: Ed/-ing adjectives and
related verbs; expressions with go
B. Theme: A test of honesty
Grammar: Clauses of Contrast and
purpose; whatever, whenever, etc.
7 14 Vocabulary: Business and advertising 8 2 2 3
C. Theme: Tingo
Grammar: Relative Clauses
Vocabulary: Prefixes

INDEPENDENT READING
CHECKPOINT 3 (Ch. 21-31)
15 EXAM 3 8 2 2 3
16 Ileusco Test 10 0 2 3
Oral exams

H. T. P. = On-site work hours

H. T. I. = Independent work hours

7. ASSESSMENT OF LEARNING
THEMATIC UNIT ASSESSMENT STRATEGY PERCENTAGE %
Units 1 & 2 Exam 1 20%
Units 3 & 4 Exam 2 20%
Units 5 & 6 Exam 3 20%
Essays (3) – Writing prompts Written response to prompts 10%
(4-5 paragraphs) -weeks 1, 7, 12
http://ieltsliz.com/100-ielts-
essay-questions/ - Common
IELTS Essay Questions
7

Independent Reading Oral or written tests (3) – 10%

checkpoints (3) weeks 4, 8, 14
Individual presentations Oral presentation (20 mins) 10%
1 or 2 presentations per week
Self-assessment speaking 3 audio files submitted by each 10%
practice – Speaking prompts student (3 to 5 mins in length)
Total 100%

COMMENTS: The contents and the sequence described in the weekly planner may be modified
according to specific learning needs and circumstances. No extra credits will be given at the end of the
course. Please contact the instructor or your academic counselor if you have any questions or doubts.
Use your time wisely and take every opportunity given in class.

WRITTEN WORK:
Students are required to write three (3) short essays in response to a writing prompt presented by the
instructor. Please go to http://ieltsliz.com/100-ielts-essay-questions/ (Common IELTS essay questions) for a
list of possible essay questions. Essays must have four to five paragraphs and be written following the APA
formatting style. For APA guidelines: http://owl.english.purdue.edu/owl/resource/560/01/

SELF-ASSESSMENT SPEAKING EXERCISE

Each student is expected to audio record three (3) self-assessment speaking exercises based on the speaking
section and format of the ILEUSCO test. At the end of the course students should email me all the audio
files and self-assessment formats they are required to complete. See further instructions for this assignment
below.
Speaking prompts:
Taken from TOEFL Speaking practice topics for tasks 1 and 2 https://magoosh.com/toefl/2014/toefl-
speaking-topics/
You must choose any three of the prompts below to receive full credit for the assignment:

1. Talk about a purchase you’ve made that you are happy with. Describe what you purchased and explain
why you are happy about it.
2. Talk about a time when you found a task harder to accomplish than you expected. What were you trying to
accomplish? Why did it become difficult?
3. What personality quality do you think is most important in a good friend? Explain why.
4. Talk about something friend a family member of yours did that you were proud of. Describe what they
did, and explain why you were proud.
5. Choose a recent event in your country that people want to talk about. Why are people interested in the
event? Explain with specific details and reasons.
6. Imagine the ways in which your country will change over the next five years. Talk about one way you
expect it to change. Use details to explain your answer.
7. Choose a famous person who you think would be enjoyable to have a conversation with. Explain why you
would like to talk with them, using specific details and reasons.
8. Choose a subject that students study in school but you think is not important. Explain why you feel it is
not important to study. Use details and examples in your response.
9. What type of long-distance transportation do you think is most enjoyable? Explain why you like it with
specific details and examples.
10. Think of a movie you have not seen but would like to see. Explain why you expect to like the movie.
Give specific details and reasons in your response.
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11. Some people prefer work that allows them move around outdoors. Others feel it is more pleasant to work
in an office. Which do you prefer, and why?
12. Do you agree or disagree with the following statement? Use details and examples to explain your
answer. Snakes should never be kept as pets.
13. Some people feel they perform better when they have to finish by a strict time. Others feel they do better
work if they do not have time pressure. Which best describes you? Explain why.
14. Do you agree or disagree with the following statement? Use details and examples to explain your
answer. Parents should buy for their children any books that the children choose to read.
15. Do you agree or disagree with the following statement? Use details and examples to explain your
answer. Students should spend more time learning outside of classrooms than within classrooms.
16. In some areas, summer days are longer, so there is more daylight in the evening and early morning, but
winter days are shorter. In other areas, summer and winter days are similar lengths throughout the year.
Which do you prefer, and why?
17. Do you agree or disagree with the following statement? Use details and examples to explain your
answer. Movies that are longer than three hours should be made shorter by removing less important
scenes.
18. Do you agree or disagree with the following statement? Use details and examples to explain your
answer. Parents who do not regularly exercise should start in order to be good role models for their
children.
19. Some people prefer to respond to emails, phone calls, and other messages they receive immediately.
Others take more time to respond. Which do you do, and why?
20. Do you agree or disagree with the following statement? Use details and examples to explain your
answer. It’s better to reward employees with gifts and job perks, such as gym memberships or English
classes, than it is to simply pay more.
21. Talk about an event from the past that you would like to relive. Describe the original event and say why
you would like to relive it.
22. Talk about an important national holiday in your home country. Describe it and explain why it is
important.
23. Talk about an experience in your life that made you feel embarrassed. Describe it and say why it was
embarrassing.
24. Talk about a time when you experienced success. Describe the experience and say why it was a success
for you.
25. Who do you feel close to in your family (or extended family)? Describe this person and say why you feel
close to him/her.
26. Talk about an interesting tourist attraction you have been to. Describe it and say why it was interesting.
27. Talk about a difficulty you have overcome in your life. Describe the experience and say why it was
difficult to overcome.
28. Name a famous or influential figure who has inspired you. Describe this person and say why he/she has
been inspirational to you.
29. When have you been happily surprised by something? Describe the experience and say why the surprise
was a happy one for you.
30. Name a place in your country you would recommend others to visit. Describe this place and explain why
you would recommend it.
31. Which person are you most likely to go to with a personal problem? Describe this person and say why
you would go to him/her in particular.

INDEPENDENT READING CHECKPOINTS

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Students will engage in independent reading of a book assigned by the instructor. This independent reading
aims to reinforce grammar and vocabulary, and to motivate students to read. The assigned book may be
assessed orally and/or through short reader response activities.

EXAMS
Each exam includes the four skills: speaking, listening, reading and writing, plus grammar. Each of the 5
sections of the exam is worth 20% for a total of 100%. The contents for each test come from the units in the
textbook American English File 4 and from all other materials covered in class up until the lesson before the
test date.

COURSE POLICIES
 It is your responsibility to get informed and review class content whenever you are absent for class.
Missing class does not excuse you from bringing homework assignments and projects.
 You are always expected to come to class with your assignments done.
 Absences will substantially lower your grade. Over 20% absences will result in a failing grade (See
Student’s Handbook) *Two tardies will count as one absence. Make sure you let me know when you
come in late to class so that I can change your absence to a tardy.
 All work is expected to be your own. Papers or assignments purchased, borrowed, or copied from
individuals or other students, web sites or other agencies are not acceptable.
 Plagiarism is using someone else’s words or ideas as if you originated them. Penalties for plagiarism
range from failure on the particular assignment to failure in the course.
 Cell phones can be used in class only if authorized by the instructor.
 Respect everyone and everything in class.

COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

Basic English IV UNDERSTANDING.

B2: Vantage – Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialization. Can interact with a degree of fluency and
spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving
the advantages and disadvantages of various options.

B2 Listening
I can understand extended speech and lectures and follow even complex lines of argument provided the topic
is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the
majority of films in standard dialect.

B2 Reading
I can read articles and reports concerned with contemporary problems in which the writers adopt particular
attitudes or viewpoints. I can understand contemporary literary prose.

B2 Spoken interaction
I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers
quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my
views.
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B2 Spoken production
I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can
explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B2 Writing
I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or
report, passing on information or giving reasons in support of or against a particular point of view. I can
write letters highlighting the personal significance of events and experiences.

Basic Bibliography:
American English File IV. Upper intermediate. Instant grammar lessons. Alan Battersby

Online Resources:
www.elllo.org
http://www.listen-and-write.com
http://www.breakingnewsenglish.com (***)
http://www.eflnet.com/ (phrasal verbs, listening advanced, reading advanced) (**)
http://www.eslpod.com/website/index_new.html
http://www.learn-english-today.com/ (Grammar lessons)
http://www.esl-lab.com/ (listening exercises – difficult, very difficult) (***)
http://www.dy-tech.info/hotpot/quiz_page.html
http://www.listenaminute.com/ (basic level, easy)
http://www.englishcentral.com/ (***)
http://www.eslcafe.com/ (Stuff for students – grammar lessons)
http://www.bbc.co.uk/worldservice/learningenglish/ (quizzes)
http://www.real-english.com/ (upper-intermediate, advanced videos)
http://web2.uvcs.uvic.ca/elc/studyzone/ (upper-intermediate, advanced)
http://learnenglish.britishcouncil.org/en/ (**)
www.theguardian.co.uk
www.nytimes.com
http://www.listen-and-write.com/ (Levels 21 - 22) (L – W)
http://www.npr.org/series/4538138/this-i-believe (even numbers)
http://www.time.com/time/ (R-W)
http://www.usnews.com/ (R-W)
http://www.flo-joe.co.uk/ (Proficiency)
http://www.euronews.com/ (L)
http://www.guardian.co.uk/video (L)
http://www.rong-chang.com/eslread/ (L, R)
http://esl-bits.net/ESL.English.Listening.Short.Stories/ESL.Listening.Short.Stories.html (L)

TOPICS FOR INDIVIDUAL PRESENTATION

You must choose ONE of the ideas/topics listed below as the central theme for your individual presentation:

1. Dating services (1A)

2. Fortune tellers/ mind readers/ psychics (1B)
3. Coping with emergencies/helping others/ what to do? (1C)
4. Stress! Causes? Effects? (1C)
5. Dealing with stereotypes (2A)
6. Dress code/ fashion? (2A)
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7. Air travel/ airline overbooking (2B)

8. Purse snatchers/ street burglars/ what to do about it in our context? (3A)
9. Climate change/ what to expect? What to do? (3B)
10. Dangerous jobs/the lives of risk-takers/ unordinary jobs & challenges (3C)
11. Living together/ challenges of married couples (4B)
12. Meanings of body language (4C)
13. The power of music in our lives/ what music makes us do/ (5A)
14. Coping with sleep deprivation/insomnia…why does it happen/what to do about it?(5B)
15. Living with negative breaking news/ what does bad news do to our brain? (5C)
16. A reliable memory/ how good are we at remembering things? (5C)
17. Stage fright…. (6A)
18. What shall we care about creative thinking? (6C)

Rubrics to be used:
Essay Grading Rubric
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Points Date
CRITERIA 1 to 10
THESIS and CONTENT (Development)
The essay has a thesis—a single, central point that is interesting, original, striking
and substantial. The central idea is developed in the essay through well-chosen,
appropriate, concrete details that show originality and freshness. Author shows
rather than merely tells. Generalizations and assertions are defended. Arguments
are logical.
ORGANIZATION (Paragraphs)
The essay is organized and well structured (there is a beginning, a body, and a
conclusion). The essay exhibits a clear strategy for persuasion and pattern of
development (chronological order, spatial order, comparison/contrast, etc.). The
organization works with the thesis so that the thesis and the organization
contribute to serving the purpose of the essay. Essay does not digress from
central
point. Transitions help the paper flow smoothly. Introductory paragraph(s) is (are)
interesting and appropriate. Concluding paragraph is satisfying. Paragraphs are
organized, unified and coherent. Each supporting paragraph has a controlling
idea (which may be expressed in a topic sentence). In supporting paragraphs,
topic
STYLE idea helps further the thesis.
Sentences are mature and parallel. Writer avoids modifier problems. Sentences
show variety of pattern and are rhetorically effective. The essay is written in a style
and tone appropriate to the audience, topic and purpose. Words are appropriate and
well chosen. Writer avoids jargon and sexist language. Writer seems to be
speaking in an authentic voice. Paper is enjoyable and interesting.
GRAMMAR, SPELLING, MECHANICS
Subtract points for errors in grammar (comma splices, fragments, fused
sentences, agreement, etc.), spelling, and mechanics (margins, format, etc.).
APA GUIDELINES
All sections of the written presentation follow the APA guidelines.
TOTAL

Name:
Oral Proficiency Rubric (for independent reading checkpoints when it applies):

Poor Insufficient Fair Good Excellent

Comprehension Topics Parts of Topics handled Topics handled Displays
handled in conversation adequately but adequately; ideas communicative
unsatisfactor not minimally; clearly ease within
y manner. understood: ideas conveyed conveyed; context; creative,
1–2-3 minimally in general; requires little takes risks, easily
successful. basically on effort to be understood
4-5 task but no understood; 10 - 11
more. some creativity
Accuracy Meaning Meaning Makes6 some
–7 Makes 8some
–9 Shows
completely frequently serious mistakes grammar exceptional
obscured obscured that often give mistakes that do control of
by by unintended not affect required
grammar grammar meaning meaning grammar
mistakes. mistakes. (conjugation, (agreement, concepts in a
1–2–3–4 5 – 6 – 7 confuses tense, wrong past variety of
word order). participles); contexts.
8–9 reasonably 12 – 13 - 14
correct.
Fluency Speech totally Painful pauses Speech Takes
10longer
- 11 Normal,
disjointed; make speech somewhat than necessary to “thoughtful”
long, hard to disjointed organize delay in
unnatural follow; says because of thoughts; says formulation of
pauses. less than pauses; more than thought into
1 – 2 – 3 – 4 required. language very required. speech, extended
5–6–7 halting. 10 - 11 discourse.
8–9 12 – 13 - 14
Vocabulary Meaning Meaning Adequate, Makes some Excellent control
completely frequently though vocabulary and
obscured by obscured makes serious mistakes that do resourcefulness.
vocab. by mistakes that not affect 10 - 11
mistakes; minimal often give meaning; attempts
inadequate vocabulary unintended at
vocab. . meaning (wrong resourcefulness.
1–2-3 4-5 preposition, 8–9
incorrect word
choice)
6–7
Presentation Grading Rubric
Name ______________________________________________________________________

CATEGORY 8 6 4 2 Points
Content (20 Advanced Proficient Basic – Below Basic –
points) -Slides. Presentation Presentation There is not There are many gaps
pictures -work includes all includes most of enough in the information
cited - categories information the information information presented. -The
covered relevant to the relevant to the presented. The presentation lacks
topic in an topic. The presentation reads clear understanding of
organized manner. presentation is more like a list of the subject. -Many
clear and logical. facts than a errors
support for an oral
presentation.
Work Quality (20 Advanced – Proficient -Work Basic Below Basic –
points) - The presentation was done with Work is done with Work is done with
Knowledge of is very creative, good effort that fair effort, but the little effort; quality is
information clear and concise -shows what the quality is still not poor and little time
presented - Effort understanding of learner is capable what the learner is was spent on the final
the subject. of. -It is evident capable of. -Slides product. -Work is
-Contains 1-2 that time was put contain some incomplete. numerous
errors in grammar into this grammatical errors grammatical,
and spelling. powerpoint. and/or spelling, punctuation and
Minimum of 6 -Slides contain punctuation. spelling errors. 2 or
slides. very few -Slides 4-3 less Slides
grammatical
errors. .Slides 5-6
Oral Presentation Advanced – (4) Proficient – (3) Basic – (2) Below Basic – (1)
(10 points) Student presents Clear The information Poor pronunciation
information pronunciation but presented is not -No preparation of the
clearly and not polished. clearly displayed student.
displays a -Student presents throughout the
complete the information project. Fair
understanding of fairly clear with a pronunciation.
their information. reasonable
-proper volume understanding of
and pronunciation. the information.
TOTAL
FORMAT FOR SELF-ASSESSMENT SPEAKING PRACTICE
Adapted from Babaii, E., Taghaddomi, S., Pashmforoosh, R. (2015). Speaking self-assessment. Mismatches between learners’
and teachers’ criteria. Language Testing, 1(27) DOI: 10.1177/0265532215590847

You were asked to select 3 speaking prompts about each of which you were required to talk for 3 to 5 minutes.
Now, you need to listen to each audio-taped performance and give yourself a score out of 50 (A). After that,
please listen to each audio-taped performance again and assess your speaking ability based on the following
speaking criteria (B). Then, in the last section, assess your overall speaking ability (C).

A. Audio-taped performance #1: _______/50

B. Speaking Scoring Criteria

1. Fluency (without pauses, hesitation, and false starts) -------------------------------------------------5 4 3 2 1
2. Grammar (accuracy and variety of structures) ---------------------------------------------------------5 4 3 2 1
3. Vocabulary (appropriateness and variety of expressions) --------------------------------------------5 4 3 2 1
4. Pronunciation (stress, rhythm, and intonation) ---------------------------------------------------------5 4 3 2 1
5. Communicative effectiveness (clarity of ideas and comprehensibility (i.e.,
understandability) of speech) --------------------------------------------------------------------------------5 4 3 2 1
6. Topic Management (topic relevance, topic coverage, and adequacy of details and
examples) -------------------------------------------------------------------------------------------------------5 4 3 2 1
7. Confidence (anxiety-free speech) ------------------------------------------------------------------------5 4 3 2 1
8. Organization (initiation, development, termination / interconnectedness of ideas) ---------------5 4 3 2 1
9. Strategy Use (avoiding unfamiliar language and compensating by using familiar language) ---5 4 3 2 1
10. Time Management (timing your talk) ------------------------------------------------------------------5 4 3 2 1
Score: ----------------------------------------------------------------------------------------------------------- _____/50

C. I can improve my speaking ability in English…

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A. Audio-taped performance #2: _______/50

B. Speaking Scoring Criteria

1. Fluency (without pauses, hesitation, and false starts) -----------------------------------------------5 4 3 2 1
2. Grammar (accuracy and variety of structures) -------------------------------------------------------5 4 3 2 1
3. Vocabulary (appropriateness and variety of expressions) ------------------------------------------5 4 3 2 1
4. Pronunciation (stress, rhythm, and intonation) -------------------------------------------------------5 4 3 2 1
5. Communicative effectiveness (clarity of ideas and comprehensibility (i.e.,
understandability) of speech) -------------------------------------------------------------------------------5 4 3 2 1
6. Topic Management (topic relevance, topic coverage, and adequacy of details and
examples) ------------------------------------------------------------------------------------------------------5 4 3 2 1
7. Confidence (anxiety-free speech) -----------------------------------------------------------------------5 4 3 2 1
8. Organization (initiation, development, termination / interconnectedness of ideas) --------------5 4 3 2 1
9. Strategy Use (avoiding unfamiliar language and compensating by using familiar language) ---5 4 3 2 1
10. Time Management (timing your talk) -----------------------------------------------------------------5 4 3 2 1
Score: -------------------------------------------------------------------------------------------------------------- ______/50

C. I can improve my speaking ability in English…

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A. Audio-taped performance #3: _______/50

B. Speaking Scoring Criteria

1. Fluency (without pauses, hesitation, and false starts) -----------------------------------------------5 4 3 2 1
2. Grammar (accuracy and variety of structures) -------------------------------------------------------5 4 3 2 1
3. Vocabulary (appropriateness and variety of expressions) ------------------------------------------5 4 3 2 1
4. Pronunciation (stress, rhythm, and intonation) -------------------------------------------------------5 4 3 2 1
5. Communicative effectiveness (clarity of ideas and comprehensibility (i.e.,
understandability) of speech) -------------------------------------------------------------------------------5 4 3 2 1
6. Topic Management (topic relevance, topic coverage, and adequacy of details and
examples) ------------------------------------------------------------------------------------------------------5 4 3 2 1
7. Confidence (anxiety-free speech) -----------------------------------------------------------------------5 4 3 2 1
8. Organization (initiation, development, termination / interconnectedness of ideas) --------------5 4 3 2 1
9. Strategy Use (avoiding unfamiliar language and compensating by using familiar language) ---5 4 3 2 1
10. Time Management (timing your talk) ------------------------------------------------------------------5 4 3 2 1
Score: ------------------------------------------------------------------------------------------------------------ ______/50

C. I can improve my speaking ability in English…

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I assess my overall speaking ability to be: (Circle one)
Superior Advanced Intermediate Novice
COMMENTS:
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