ICPNA Region Centro

Draft 12/21/2015

B01 Syllabus
PHASE BASIC
Method & Approach:
CLT & TBL
Course Name: Basic One

Code: B01

Course Length: 18 days in the daily program

7 days in the weekend program
12 days in the Tres Veces por Semana program
Class hours: 7.5 hours per week on weekdays (daily)
4 hours

per day on weekends

6.5 hours per week on Tres Veces por Semana

Prerequisites:
-

No prerequisites

Personal learning goals:

Students are asked to complete the following chart which is intended to help
set personal learning goals in various areas. Students will look at the learning
objectives as stated in their textbooks in each of the four skills plus grammar
and vocabulary and choose one that they wish to prioritize. By then end of the
18-day course or the 8-day weekend course, students will have a chance to
reflect on their own learning. This activity is not assessed formally is rather
meant to help students establish their expectations for the course and then
measure the level of success by the end of the course of instruction.
Areas
of
priority
Listening
Speaking
Reading
Writing

What exactly do you hope to improve this month?

Grammar
Vocabulary

E.g. Id like to learn 3 new words every day. Ill write

those words on my notebook and write my own examples.
Also Id like to use those words in speaking and writing.

Course Learning Objectives:

Although the course is a general English course focusing on teaching reading,
writing, speaking and listening, it formally assesses speaking, writing and
reading. Listening is not formally assessed yet. What follows is the assessment
guidelines which are used to assess writing and speaking. Then the procedure
for assessing reading comprehension is explained.
Rubrics for speaking:
All speaking objectives are assessed using the below rubrics. A total of 2
speaking objectives are assessed throughout the course. Each speaking
objective awards a maximum of 2 points: 1 point for accuracy plus 1 point for
communication. The teacher is held accountable for choosing among the
various speaking objectives which he or she considers most important to the
class.
SCORE
AREA

Accuracy

Communication

The student was mostly

unable to use the target
form(s) successfully or
only did so after receiving
assistance.

The student was able to

use the target form(s)
successfully most of the
time without assistance.

The student's language

was incomprehensible at
least 50% of the time, not
in accordance with a
successful completion of
the task, or ambiguous
because of misused
vocabulary.

The student's language

was comprehensible
most of the time, in
accordance with the
successful completion of
the task, and
characterized by a
correct use of
vocabulary.

Rubrics for Writing:

All writing objectives are assessed using the rubrics below. A total of 2 writing
objectives are assessed throughout the course. Each writing objective awards a
maximum of 2 points: 1 point for accuracy and 1 point for communication. The
teacher should choose 2 writing objectives out of the 3 possible during the
course. This decision is left to the teachers discretion depending on the needs
of the class.

SCORE
AREA

Accuracy

Communication

The student was unable to

use the target form(s)
successfully most of the
time.

The student was able to

use the target form(s)
successfully most of the
time.

The student's language

generally had problems with
comprehensibility, and/or it
was not in accordance with
the prompts or task most of
the time.

The student's language

generally did not have
problems with
comprehensibility and
was in accordance with
the prompts or task most
of the time.

Procedure to assess reading comprehension:

Reading is assessed in a very simple fashion and it is only one learning
objective which is assessed throughout the course. Teachers create a quiz
which contains 4 questions. The quiz is created based on the reading objectives
of the course. The reading objective awards 2 points. The following are the
ranges of points for questions correctly answered.
4 correct answers
3-2 correct answers
1-0 correct answers

UNIT 1

2 points
1 point
0 points

SPEAKING: ( A1 I can interact in a simple way provided the other

person is prepared to repeat or rephrase things at a slower rate of
speech and help me formulate what Im trying to say. I can ask and
answer simple questions in areas of immediate need or on very
familiar topics; I can use simple phrases and sentences to describe
where I live and people I know)
-

To greet someone and introduce yourself using subject pronouns and

possessive adjectives with the verb be.
A: Hi, Liling. Im Alberto, but please call me Beto. Its my nickname.
B: Okay, Beto, nice to meet you.
To ask and answer questions about personal information (names, phone
numbers, e-mail addresses) using contractions with be.
A: Whats your name?
B: Its Christina Diaz.
A: Whats your e-mail address?
B: Its chris@sfu.edu.pe
To ask yes/no questions with be about personal information, and respond
with short and complete answers.
A: Is John a student?
B: No, hes not. Hes a teacher.

READING: ( A1 I can understand familiar names, words and very

simple sentences, for example on notices and posters or in
catalogues)
-

To read for specific information about the real names of your favorite
stars, their nicknames and occupations.

WRITING: (A1 I can write a short, simple postcard, for example

sending holiday greetings. I can fill in forms with personal details, for
example entering my name, nationality and address on a hotel
registration form; I can write simple isolated phrases and sentences)
-

To write about a profile with information about your friends and

favorites.

LISTENING: ( A1 I can recognize familiar words and very basic

phrases concerning myself, my family and immediate concrete
surroundings when people speak slowly and clearly)
-

To listen for specific information.

UNIT 2
SPEAKING: SPEAKING: ( A1 I can interact in a simple way provided
the other person is prepared to repeat or rephrase things at a slower

rate of speech and help me formulate what Im trying to say. I can ask
and answer simple questions in areas of immediate need or on very
familiar topics; I can use simple phrases and sentences to describe
where I live and people I know)
-

To ask/answer wh-questions about countries, nationalities, and location

using where, whereabouts, which city, and yes/no questions.
A: Where are you from?
B: Im from Italy.
A: Are you from Rome?
B: No, Im not. Im from Milan.
To ask/answer questions to identify people using who.
A: Whos your English teacher?
B: Its Mr. Foster.
A: And whos your Match teacher?
B: Mr. Foster too.
To describe places/cities using adjectives.
A: Whats Bali like?
B: The beaches are beautiful, the people are friendly, and the nightlife is
wild.

READING: ( A1 I can understand familiar names, words and very

simple sentences, for example on notices and posters or in
catalogues)
-

To read a website for specific information.

WRITING: (A1 I can write a short, simple postcard, for example

sending holiday greetings. I can fill in forms with personal details, for
example entering my name, nationality and address on a hotel
registration form; I can write simple isolated phrases and sentences)
-

To write a postcard describing places and/or cities you know.

LISTENING: ( A1 I can recognize familiar words and very basic

phrases concerning myself, my family and immediate concrete
surroundings when people speak slowly and clearly)
-

To listen for specific information

UNIT 3
SPEAKING: SPEAKING: ( A1 I can interact in a simple way provided
the other person is prepared to repeat or rephrase things at a slower
rate of speech and help me formulate what Im trying to say. I can ask
and answer simple questions in areas of immediate need or on very

familiar topics; I can use simple phrases and sentences to describe

where I live and people I know)
-

To identify objects/personal items in singular/plural using indefinite

articles (a/an) and demonstratives (this/that/these/those).
A: Whats this called in English?
B: Its an MP3 player.
A: And what are these?
B: Theyre translators.
A: And whats that?
B: Its a tablet.
To give and reply to thanks.
A: Is this your wallet?
B: Yes, it is. Thanks a lot.
A: My pleasure.
A: Whats this? Wow, its a smartphone. Thanks John. Its cool.
B: Sure, Rita. Im glad you like it.

READING: ( A1 I can understand familiar names, words and very

simple sentences, for example on notices and posters or in
catalogues)
-

To scan read quickly to find answers or information.

WRITING: (A1 I can write a short, simple postcard, for example

sending holiday greetings. I can fill in forms with personal details, for
example entering my name, nationality and address on a hotel
registration form; I can write simple isolated phrases and sentences)
-

To write a rating on an electronic.

LISTENING: ( A1 I can recognize familiar words and very basic

phrases concerning myself, my family and immediate concrete
surroundings when people speak slowly and clearly)
-

To listen for general understanding

Required Textbooks & Materials:

World Link Intro Units 1 to 3.
Suggested Course Advance:
Refer to document Suggested Course Advance B01 Please see Appendix 2.
Classroom procedures:
-

Students with more than 8 hours of absence need to justify their

absences. If the student is under age, his or her parents should justify. In

case students do not justify absences, they will fail the course even they
have achieved a passing score.
Students need to be in class for the speaking, writing, reading, ALP and
final assessments on the indicated dates. In case students miss a
speaking, reading or writing objective on the indicated dates, a second
opportunity is provided by the teacher only if this is a first speaking, first
writing or first reading objective. Due to time constraints, second
speaking and second writing objectives do not offer a second
opportunity. As it concerns ALPs or final assessments (written and oral),
please follow the procedure for out-of-season exams as indicated in the
Student Handbook.

Recommended study habits:

-

Students are expected to keep a learning journal where they record

class notes, vocabulary and extensive listening activities.
Students are expected to complete the electronic workbook (eworkbook) up to at least 20% by the last day of classes. The e-workbook
provides students with an experience of learning outside of the class
which helps review videos, vocabulary, grammar, writing, etc.

Assignment descriptions:
-

2
3

ALP (Autonomous Learning Project) is a project assigned to students

during the very first day of classes and whose objective is to help the
student develop learning autonomy and research outside of the class.

Content: is
relevant, shows
research
Task fulfilment
Communicative
performance : is
intelligible, fluent,
articulate,
pronunciation does
cause a strain on
the listener
Preparedness: uses
visual aids and
shows
organization
Language : uses

Excelle
nt
3

Good

Fair

Poor

Total

grammar and
vocabulary
appropriate to the
level and course
Time
management :
finishes
presentation within
time allotted
Comments:

*Taken from A Practical Guide to Assessing English Language Learners by Folse, Coombe and Hubley.

0-9 = 0

10 -13 = 1

11-14 = 2

15-18 = 3

Scores awarded for ALPs vary from 0 to 3. The final score using the
above chart is obtained by adding up all the partial scores and then
finding the range where that final addition falls into. Please see Appendix
1 for examples of ALPs.

Learning Journal is a notebook that all students must keep: class

notes, vocabulary and listening tasks. Class notes are optional after B02.
The vocabulary section requires words that are high frequency or
academic words. The listening section helps students develop their
listening comprehension through extensive listening. In I03, learning
journals are not evaluated, they are only a tool to further ones own
learning experience. In fact, the Compromiso del Alumno ICPNA
(Commitment Letter of ICPNA Student) requires student to have their
learning journals up to date even when it does not award any points
towards their final scores.
Workbook and e-workbook are assigned as homework at the teacher
s discretion based on the students progress and needs. Both tools are
non-evaluative and rather should support students academic
achievement outside of the class. According to the Compromiso del
Alumno ICPNA (Commitment Letter of ICPNA Student), a student is
required to complete a least 30% of the activities during a month. On
average the E-workbook contains about 600 activities which means that
students need to complete 120 activities minimum.

Mode of Evaluation

 Final

5 Objectives:

Written
Test

Autonomous

3 Speaking and
2 Writing
Evaluations.

Grading in
Points
Max. 20
Final Written
Test
16th day of class
4 points

Learning
Project

Objectives
Speaking 1: 5th /6th day
Speaking 2/Writing 1: 11th
day
Speaking 3/Writing 2: 15th
day

A.L.P.
17th day
3 points

Final
Oral.

Final Oral Test

18th day
3 points

Assessment Details:
Students will be assessed on a combination of 5 Objective evaluations, an Autonomous
learning project, a Final Written test, and a Final Oral test. The final score will be the
total sum of these four criteria.

FINAL GRADES
20 = 100
19 = 97
18 = 94

15 = 84
14 = 80
13 = 78

10 = 72
9 = 70
8 = 68

5 = 60
4 = 56
3 = 52

17 = 91

12 = 76

7 = 66

2 = 48

16 = 88

11 = 74

6 = 64

1 = 44

0 = 40
R = Repeat
NS = No

Show
INC =

Incomplete

CODE OF ETHICS Rules & Regulations

Having inappropriate relationships with students, (sexual, business

partnership, after school buddies, drinking, etc.)
Violation of school rules and educational procedures.
Failing to perform duties (no teaching, chaos, wrong attitude toward
students, administration, and peers).
To use lesson time to talk about personal or unrelated matters / to sell or
promote merchandise or personal views, etc.
Improper grading, partiality, lack of fairness in any form.
Exposing students to embarrassment or disparagement in any way.
Disrespecting students privacy. Keeping Ss records without
authorization. Using Ss records, attendance lists or any other documents
unlawfully.
Engaging in unethical and unbecoming behavior, or encouraging others,
(including Ss to unethical and/or improper behavior).

Unprofessional Practices: cell phone use while teaching, leaving class

unattended, lateness, unauthorized absences, last minute absence
notice, negative comments about the organization, administration,
peers, materials, or unprofessional appearance (no jeans, sneakers,
etc.).

Failure to adhere to one of several of the above or to fail to adhere to

rules of common sense nature, may lead to reprimands as indicated in
the ICPNA RIT and Student Handbook
The reassignment of classes is at the discretion of the academic
department.

Appendix 1

Suggested Autonomous Learning Projects

What follows is a number of options for ALPs. Teachers can choose one of them
or they can come up with their own ideas.

Suggestion 1: Your two favorite stars

Description (individual)
Students are going to talk about their two favorite stars finding
similarities and differences between them.
Steps
-

Choose two of your favorite stars

Research the following about your favorite stars:
Where from? City, country
Favorite stars
Favorite electronics
Favorite countries/cities
Create a chart that describes similarities and differences between
both stars
Similarities

Differences

Miley Cyrus
Shakira
-

The day of the presentation, start by introducing yourself and then

go on to talk about your favorite stars.

Language used
Units 1, 2, 3 Introduce yourself, describe places using adjectives,
identify objects, to give opinions about objects.
Suggestion 2: Me and my favorite star
Description (individual )

Students are going to find similarities and differences between

themselves and their favorite star (singer, athlete, painter, etc.)
Steps
-

Choose your favorite star: singer, athlete, musician

Research the following about your favorite star:
Where from? City, country
Favorite stars
Favorite electronics
Favorite countries/cities
Create a chart that describes similarities and differences between
you and your favorite star:
Similarities

Differences

Miley Cyrus
Me
-

The day of the presentation, start by introducing yourself and then

go on to talk about your favorite stars.

Language used
Units 1, 2, 3 Introduce yourself, describe places using adjectives,
identify objects, to give opinions about objects.

Appendix 2

SUGGESTED TEACHING SCHEDULE

BASIC ONE (B01)

Textbook: World Link Intro Second Edition

DAY

10

11
12

HOUR

Tasks / activities

UNITS

Homework

1
Welcome Unit

Workbook

Lesson A 1, 2

1, 2

5, 6

7, Lesson B 1

2, 3

4, 5

10

6, Unit Consolidation

11

Video

12

Lesson A 1, 2

13

3, 4

14

4, 5

15

6, 7

16

Lesson B 1

17

2, 3

18

4, 5

19

6, Unit Consolidation

20

Video

21

Lesson A 1, 2

22

3, 4

23

4, 5

1, 2

1, 2

1, 2

13

14

15

16

17

18

24

6, 7

25

Lesson B 1

26

2, 3

27

4, 5

28

29

Unit Consolidation

30

Video

31

REVIEW Unit 1- 3 (p. 32-35)

32

Written Exam (from the

office)

33

Exam Review (Max 20 25 min.)

34

Autonomous Learning Project (ALP)

35

Final Oral Exam (from the office)

36

Grade Processing (Ss leave the classroom)

Distribution of Grade cards

This is a suggested teaching schedule. The teacher will determine the time
allotted to each unit depending on students' needs and responses.

The teacher is expected to begin the lesson on the indicated day.

ALP assignments might be considered before day 17.
Make sure you try out some of the activities in the Teachers Resource pages.
Please, encourage students to use the E-workbook as much as possible.

SUGGESTED TEACHING SCHEDULE

BASIC ONE (B01) Weekend Program
Textbook: World Link Intro Second Edition

DAY

HOU
R
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36

UNIT
S

Tasks /
activities

Homework

Welcome Unit

Workbook

Lesson A 1, 2
1, 2
3
4
3
1 5, 6
7 Lesson B 1
1
2
2
3, 4
5
6, Unit Consolidation
Video
Lesson A 1, 2
1, 2
3, 4
4, 5
3
2 6, 7
Lesson B 1
1, 2
2, 3
4, 5
6, Unit Consolidation
Video, Lesson A 1
2,3
1, 2
4, 5
6
3
7 Lesson B 1
1
3
Autonomous Learning Project
(ALP)
2, 3
4, 5
6, Unit Consolidation
2
REVIEW Unit 1-3 (p. 40-43)
Written Exam (from the office)
Video
3
Video
Final Oral Exam (from the office)
Grade processing (Ss leave the classroom) Exam
review & Distribution of Grade cards

* This is a suggested teaching schedule. The teacher will determine the

time allotted to
each unit
depending on students needs and responses.
* The teacher is expected to begin the lesson on the indicated day.
* Make sure you try out some of the activities in the Teachers Resource
pages.
* Please, encourage students to use the E-workbook as much as
possible.