CELEX

Cecyt #3 Estanislao Ramirez Ruz. English Academy Evaluation Criteria EVALUATION TERMS *Attitude 1.0 *Virtual tasks 1.0 E-mail address teacherrocio@yahoo.ca Password cecyt3celex *Behavior Total 1.0 2.0

Written Exam Oral Exam Attitude Classwork Total Written Exam *Grammar *Writing *Listening *Reading Total

4.0 2.0 2.0 2.0 10.0

Sanction (results may vary) Disciplinary measure Non-attendance -5tenth Arriving Late -5tenth Bad bahavior -5tenth Disrespect -5tenth Lack of material -05tenth *Applicable on every class as many times as necessary Drop outs (results may vary) Suspension Disrespect to authorities Destruction of appliances Destruction of furniture Destruction of fixtures 3 unjustified non-attendances

1.0 1.0 1.0 1.0 4.0

Writing requirements Number of words Logic Presentation Grammar Spelling Oral Exam Speaking requirements *Fluency 0.4 *Grammar 0.4 *Material 0.4 *Vocabulary 0.4 *Logic 0.4 Total 2.0 Bimester ( ADV II ) Sat 1,2 1 Sat 3,4 2 Sat 5,6 3 Sat 7,8 4

Classwork (results may vary) Evidence portable file *Book New Inside Out Students book *Notebook *Homework *Song translation *Special tasks *Contests in class *Participation Stamp = 0.5 (half a tenth) 20 stamps = 1 point. Total may be higher Total 2.0 Units Stamps

Actual Score

Examination dates Midterm Sep 17th Final Oct 29th

Final Score______________

Teacher. Roco Snchez Lpez _____________

Student Name__________________________________________________________ Level_______________________ Next Level_________________________________

The Common European Framework divides learners into three broad divisions which can be divided into six levels: A Basic Speaker A1 Breakthrough A2 Waystage B Independent Speaker B1 Threshold B2 Vantage C Proficient Speaker C1 Effective Operational Proficiency C2 Mastery The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level. level description Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and A1 others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks A2 requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple B1 connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native B2 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. Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, C1 academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and C2 accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

Herrera Rueda Elizabeth Adverbs ans its types

An adverb is a word that adds more to the meaning of a verb, an adjective or another adverb. I dreamt about you last night. (dreamt=verb; last night=adverb) The monster was incredibly ugly. (ugly=adjective; incredibly=adverb) The heart patient collapsed quite suddenly. (suddenly=adverb; quite=adverb) An adverb is usually placed after the verb when it is used in a sentence as follow: He called yesterday. The train will arrive soon. They struggled hard to reach the top. The patient is sleeping soundly. Unlike adjectives, adverbs do not modify nouns. CORRECT: The woman has a beautiful daughter. (Adjective) INCORRECT: The woman has a beautifully daughter. (Adverb) CORRECT: She was still sad about it. (Adjective) INCORRECT: She was still sadly about it. (Adverb) Some words can be both adverbs and adjectives as follow: far, hard, and long. It is important to distinguish how they are used. I dont live far away from here. (Adverb) Where I live isnt far from here. (Adjective) She worked quite hard. (Adverb) She found the work quite hard. (Adjective) If we exercise regularly, we may live longer. (Adverb) If we exercise regularly, we may live longer lives. (Adjective) 1. Types of Adverbs

Adverb of Time This shows when an action or something is done or happens. It answers the question "When?" It is either placed at the beginning or at the end of a sentence. When they are at the beginning, they are often emphasized. you few yesterday. ago.

Example: I phoned Example: I saw her a Example: Last week I saw them walking together.

months

Adverb of Place This shows where an action or something is done or happens. It answers the question "Where?" Such adverbs are placed after the verb.

Example: I live here. / He fell down. / They are talking outside. / He walked in. Example: We met her in the zoo. Example: They like to walk along the river.

Adverb of Manner This shows how an action or something is done. It answers

the question "How?" The adverb is placed just after the verb when it is used in a sentence. Example: She cried loudly. / He drives quickly. / She speaks softly.

Adverb of Degree or Quantity This answers the questions, "To what degree?" or "How much?" It is usually placed before the adjective and the adverb. (Before adjective)

Example: It is too dark for us to see anything. Example: Last night it rained very heavily. (Before adverb)

Adverb of Frequency This answers the question "How often?" Adverbs of frequency are very important because we often use them. Examples of these adverbs include: never, rarely, seldom, hardly ever, occasionally, sometimes, generally, usually, frequently, nearly always, often and ever. Also included are: quite, just, already, almost and nearly.

Example: He will never have finished in time. Example: Jane is rarely late for work. Example: Peter seldom reads the Bible. Example: Sue hardly ever wore lipstick. Example: We only write to each other very occasionally. Example: Sometimes he stays late in the office to complete his work. Example: The proposal is not generally acceptable to the public. Example: It is usually the man who proposes marriage. Example: While overseas, he frequently phoned home. Example: She's not nearly always right although she thinks she's always right. Example: We always go to school by bus. Example: Sharon has often forgotten her books. Example: Does he ever come to play chess?

Affirmative Adverb (yes) and Adverb of negation (No) - examples of this adverb includes: yes, surely, certainly, indeed, by all means, no, not at all, by no means.

Example: I hope my parent just for once will say yes to my latest idea. Example: You must have heard about the haunted house surely? Example: Certainly we'll try to rid this place of the foul odour. Example: It would indeed help if I had a bodyguard. Example: By all means eat whatever you want, but I think you will not be able to finish all the food. Example: Oh no, not another breakdown at the traffic lights? Example: It is not at all certain that the match will take place. Example: It is by no means easy that we will finish it soon.

Interrogative Adverb (Question): When? Where? How? Why? How much/often?

Example: When was the last time you saw the accused? Example: Where have you been all the while? Example: How could you have overlooked all these mistakes? Example: Why do you have to do such a stupid thing?

Relative Adverb: when, where, how, why These words are the same in form as Interrogative Adverbs; but they are not questions.

Example: The time when he arrived is still unknown. Example: The scene where the accident occurred is close to the hospital. Example: He is the only one who knows how to do it. Example: Nobody knows why he left in such a hurry.

Comparison of Adverbs Similar to the comparison of adjectives, adverbs have three degrees of comparison the Positive, the Comparative and the Superlative. Most adverbs which end in '-ly' form the Comparative with 'more' and the Superlative with 'most'. Comparative more comfortably comfortably happily more happily kindly more kindly loudly more loudly noisily more noisily Positive Superlative most comfortably most happily most kindly most loudly most noisily

Positive bad, badly little much well

Comparative worse less more better

Superlative Worst Least Most Best

Adverbs are formed from adjectives by adding ly. However, not all words ending in ly are adverbs. The following words are good examples of adjectives ending in ly: costly, deadly, friendly, kindly, likely, lively, lowly, manly, sickly, and timely
s/a, s/e, on http://www.myenglishgrammar.com/lesson-4-adverbs/3-forming-adverbs-fromadjectives.html , 10/09/2011 at 1:00 am

Am losing you
Aqu en la habitacin de un extrao, A ltima hora de la tarde, Qu estoy haciendo aqu? No hay duda de ello, Te estoy perdiendo, De alguna manera la han cruzado los cables, La comunicacin se pierde, Ni siquiera puede llegar por telfono, Slo hay que gritarlo, Te estoy perdiendo, Aqu en el valle de la indecisin, No s qu hacer, Siento que sliping de distancia, Siento que sliping de distancia, Te estoy perdiendo, Te estoy perdiendo, Dices que tu no lo suficiente, Pero yo os recordar todo lo que lo malo, Entonces, qu demonios se supone que debo hacer? Slo hay que poner una tirita en l? Y detener la hemorragia ahora, Detener el sangrado ahora, S que te duele tanto, Pero eso fue hace mucho cuando, Y bien, usted todava tiene que carrey esa cruz? No quieren or hablar de ella, Te estoy perdiendo, Te estoy perdiendo.

ADVERBS OF MANNER - these answer the question how? This adverb usually comes after the direct object or if there is no direct object, after the verb: She speaks Italian beautifully. He works well. You must drive your car carefully. Eat quietly. ADVERBS OF PLACE - these answer the question where? This adverb usually comes after the object, otherwise after the verb: We saw you there. We were sitting here. We looked everywhere. Note: somewhere, anywhere, follow the same rules as some and any: Have you seen my glasses anywhere? I'm sure I left them somewhere. I can't find them anywhere. ADVERBS OF TIME - these answer the question when? This adverb usually comes either at the very beginning of the sentence or at the end. Afterwards we decided to go by car. I've done that journey before. Note: yet and still: yet should be placed at the end of the sentence. Still should be placed before the verb, except with the verb 'to be' when it comes after. We haven't started yet. He still wears old-fashioned clothes. She is still a student. Compare these two sentences: The train still hasn't arrived. The train hasn't arrived yet. ADVERBS OF FREQUENCY - these answer the question how many times? This adverb comes after the verb 'to be': She is always honest.

Comes before simple tenses of all other verbs: They sometimes spend the whole of Saturday fishing. Comes after the first auxiliary in a tense consisting of more than one verb: I have often wondered how they did that. I can sometimes go without food for days. Note: with 'used to' and 'have' the frequency adverb is usually placed in front: We always used to look forward to the school holidays. He never has any trouble with his old car. ADVERBS OF DEGREE - these answer the question to what extent? This adverb can modify an adverb or an adjective and comes before the word it modifies: The bottle is almost full, nearly empty. They should be able to pass their exams quite easily. The following adverbs of degree can also modify verbs: almost, nearly, quite, hardly, scarcely, barely, just They follow the same pattern as frequency adverbs in terms of where they are placed: I quite understand. We had almost reached the hut when the rain started. I am just beginning a new course. INVERSION If you begin a sentence with one of the following, the normal word order changes - the verb comes first followed by the subject: never, seldom, scarcely ..... when, no sooner ..... than, nowhere, in no circumstances, on no account, only then, not only Seldom has one century seen so many changes. No sooner did we hear the results than there was a knock at the door. Never would I be persuaded to buy a secondhand car. Usual word order with different adverbs: MANNER PLACE TIME She sang beautifully in the concert hall last night.

s/a,s/e, on http://www.english-test.net/lessons/50/index.html, 10/september/2011, at 1:30 a.m