ABRAHAM LINCOLN BILINGUAL SCHOOL
ENGLISH LANGUAGE ARTS
LISTENING REINFORCEMENT GUIDE
FIRST TERM
CYCLE III
COURSE: 5th: ____ STUDENT: DATE:
TEACHER (S) Rosa Helena Albarracín Rátiva & Diana Fernanda Munevar
Achievement 1: Distinguishes key ideas and accents from audio sources.
Listen to the audio posted in Teams (make up process) and answer the questions using the answer sheet.
.
Answer sheet
Taken from: https://englishpracticetest.net/
ABRAHAM LINCOLN BILINGUAL SCHOOL
ENGLISH LANGUAGE ARTS
SPEAKING REINFORCEMENT GUIDE
FIRST TERM
CYCLE III
COURSE: 5th: ____ STUDENT: DATE:
TEACHER (S) Rosa Helena Albarracín Rátiva & Diana Fernanda Munevar
Achievement 2: Reports situations from one point of interest.
Dear Students: This guide will help you improve your difficulties in the subject. Read carefully
the instructions before beginning the task. If there are doubts, go to your notebook and folder. If
doubts remain, write them on the margins, so the day of the feedback we solve them together.
Please, print this guide, develop it, and FILE IT IN THE FOLDER for proper feedback.
Read the Speaking Workshop developed during the first term and based on your notes, diagrams, and the public
speaking techniques, prepare a one-minute oral presentation about the objective selected from the Sustainable
Development Goals. Please, take into consideration the organization below as a guidance for your performance:
1. Present your name and goal selected.
2. Show to the audience a hook introduction about your goal.
3. Support your introduction with three strong supporting details.
4. Close your presentation retaking your introduction.
Do not forget to use transitional words or connectors in your presentation such as:
To add information To show consequence To conclude
In addition, Hence, In brief,
Besides, Therefore, In conclusion,
Finally, do not forget to read the assessment criteria your teacher will use to evaluate your work.
Assessment criteria.
LOW 1-75 BASIC 76-80 HIGH 81-90 SUPERIOR 91-100
[1-15 POINTS] [16 POINTS] [17-18 POINTS] [19-20 POINTS]
The student managed little of any of the
Public speech The student did not following techniques: preparation and/or The student managed in the The student easily managed in the
techniques prepare the presentation. posture and physicality, and/or pander to the presentation the public speaking presentation the public speaking
audience. It is necessary to improve the techniques taught during the techniques taught during the term.
presentation. term.
The individual oral showed a
The individual oral was difficult to
good opinion, the body gave The individual oral showed a well
understand. There was no coherence
The individual oral did not reasons for the argument, and stated opinion, the body gave strong
between the topic sentence, supporting
Pragmatic. follow the requirements the conclusion provided a good reasons for the argument, and the
details, and / or the closing sentence. The
taught in class. statement. However, a part or conclusion provided a catchy
student did not manage transitional words to
parts of the oral presentation statement.
link ideas.
needs to be improved.
The student used basic The student used limited vocabulary and The student uses the vocabulary The student used the vocabulary and
Vocabulary vocabulary and expressions. There were some errors in some and expressions worked expressions worked in class and
expressions. words choice. throughout the lessons. added new words to the
presentation.
The student hesitated in the elaboration of
The student had problems sentences. The student organized The student easily organized
in the elaboration of Sometimes, He/she got confused using sentences. He/she linked ideas sentences. He/she linked ideas using
Grammar sentences. He/she was pronouns adjectives, and/or adverbs as well using some conjunctions. He/she the right conjunction.
not aware of the use of as using the right subject verb agreement and managed the present and past He/she managed the present tense
the present tense along number agreement. The student got tenses easily along the easily along the presentation.
the presentation. confused in along the presentation. presentation, but sometimes
failed in subject verb agreement
and/ or number agreement
The student mumbled, The student’s voice was low and/or mumbled. The student used clear voice and The student used clear voice and
incorrectly pronounced He/she incorrectly pronounced pronounced most of the words pronunciation of terms so that all
Fluency terms, and/or spoke too terms. Audience members had difficulty correctly so that most audience audience members could hear and
quietly for audience to hearing or understanding the presentation. members could hear and understand he presentation.
listen the presentation. understand he presentation.
ABRAHAM LINCOLN BILINGUAL SCHOOL
ENGLISH LANGUAGE ARTS
READING REINFORCEMENT GUIDE
FIRST TERM
CYCLE III
COURSE: 5th: ____ STUDENT: DATE:
TEACHER (S) Rosa Helena Albarracín Rátiva & Diana Fernanda Munevar
Achievement 3: Differentiates the main idea, supporting details, and conclusions in texts.
Read attentively and answer the questions using the answer sheet.
Answer sheet
Taken from: https://englishpracticetest.net/
ABRAHAM LINCOLN BILINGUAL SCHOOL
ENGLISH LANGUAGE ARTS
WRITING REINFORCEMENT GUIDE
FIRST TERM
CYCLE III
COURSE: 5th: ____ STUDENT: DATE:
TEACHER (S) Rosa Helena Albarracín Rátiva & Diana Fernanda Munevar
Achievement 4: Composes an argumentative paragraph having in mind cohesion and coherence.
Dear Students: This guide will help you improve your difficulties in the subject. Read carefully
the instructions before beginning the task. If there are doubts, go to your notebook and folder. If
doubts remain, write them on the margins, so the day of the feedback we solve them together.
Please, print this guide, develop it, and FILE IT IN THE FOLDER for proper feedback.
During the first term you wrote a paragraph about one of the 17 sustainable Development Goals which show the
difficulties the world is facing. In doing so, your teacher provided some feedback to improve your work.
Unfortunately, your text needs to be polished again. Hence, take the draft and final version constructed in class, and
based on the comments your teacher wrote, write an edited version of your work in the next lines. Show your teacher
your text again, so you can receive another feedback. Do not forget to use connectors to link your ideas together.
To add information To show consequence To conclude
In addition, Hence, In brief,
Besides, Therefore, In conclusion,
Finally, do not forget to read the assessment criteria your teacher will use to evaluate your work and to
have a look at the proofreading symbols:
Assessment criteria.
_________________________________________
5 8 14 17
The topic sentence and/or
There is no main idea The student developed a The student developed a
supportive details the
and/or supportive details good topic sentence with coherent topic sentence with
student and/or conclusion
Pragmatic and/or conclusion supportive details and a enough supportive details and an
developed is difficult to
sentence in the closing sentence in the interesting closing sentence in
understand thus, the reader
paragraph. paragraph. the paragraph.
cannot follow the sequence.
The student wrote a good
The student wrote a coherent
There was no In some lines, there is no paragraph based on
paragraph based on observed
communicative intention sentence sense in the observed information with
information with detailed
Socio linguistic since there is no students’ paragraph. There is good elements to
elements to communicate
coherence in the not enough information to communicate his/her
his/her intention, so the reader
paragraph. communicate the intention. intention, so the reader
could easily flow over the text.
could flow over the text.
The student was aware of
the parts of speech, tenses,
The student was not aware The student had control of the
Most of the statements and sentence types as well
of the parts of speech and/or parts of speech, tenses, sentence
did not have the basic as the number and subject-
Grammar the sentence types, number, types as well as the number and
elements to construct a verb agreement when
and/or subject-verb subject-verb agreement when
paragraph. writing the paragraph., but
agreement. writing the paragraph.
sometimes she/he omitted
words.
The word choice is The student used simple The student used some The student used enough
Lexical limited, so the text is vocabulary with functional connective words and strong connective words and strong
difficult to understand. language. vocabulary in the paragraph. vocabulary in the paragraph.
Orthography: The student requires to The student showed The student showed The student showed exemplary
Spelling be more aware of adequate management of commendable management use of spelling, capitalization, and
Capitalization spelling, capitalization, spelling, capitalization, and of spelling, capitalization, punctuation.
punctuation and punctuation. punctuation. and punctuation.
Handwriting Work was illegible. Work had three or four Work had one or two areas Work was legible and neatly
Please do it again! sloppy areas. that are careless. done.
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