Developed by: Diego Garrido and Carolina Rebolledo

Activities & Scoring Instruments

Activity 1.Role-play. In groups of four you will have to create a dialogue about a restaurant. The roles are a
cashier, a chef and two clients. You will have to use vocabulary according to the topic. The
representation will have to last from 5 to 8 minutes.
Scoring Instrument for activity 1.Good (8)

Acceptable (6)

Average (4)

Below Average
(2)

Participation
Coherence with
the topic
Use of
vocabulary
according to the
topic
Time

Activity 2.Food Gallery

Look through internet an exotic dish. You will have to create a poster and show your classmates an
image of the dish, telling them the name of it, where is it from, the ingredients and how can you
prepare it. Everyone will have to post it on the wall and present it as a food gallery.

Scoring Instruments for activity 2.Below Average

Fluency of
presentation
Pronunciation
Confidence
Coherent with
the topic

Acceptable

Good

Excellent

Yes

No

Image of the dish

Description of the dish
Where the dish is from
Ingredients
Preparation
Poster

Activity 3.Tourism Itinerary

Think of a place you have visited before. You will have to create an itinerary of this place. In the
itinerary you will have to show different places to visit. Show images, description of the places and
a tourist brochure or flyer. You will have to be ready to briefly present your itinerary on front of
the class.

Scoring instrument for activity 3.Yes

No

Images of places
Description of the places
Tourist Flyer or brochure
Itinerary
Presentation

Activity 4.Dramatization and Guessing

Students will have to work in pairs. The teacher will give each pair a list of sentences. The
sentences are going to be actions for example: I am cooking with my friend. Each pair will have to
make a dramatization of the sentences without saying a word. The other classmates will have to
guess what the action is and will get points for each right guess. The teacher cannot help the
students; they have to work on their own.

Scoring Instrument for activity 4.-

Yes

No

The students dramatize the

sentences
The students do not speak
while dramatizing
Both of them participate in
the dramatization

Activity 5.Rebrand. Students will have to make groups of three. They will have to think of a product they like.
After thinking of this product they will have to create a new product that is related with the one
they thought before. They will have to describe the product, draw it and explain the use of it. They
can use anything they can imagine to create this new product. After they finish they will have to
present on front of the class if they are selling the product.
Yes
Students create
the new product
Describe the new
product
Explain the use
of the new
product
Present as if they
were selling it to
the public

No

Activity 6.-

Activity: City Poster

In pairs students will have to create a poster according to a place (city or country) that they would
recommend to visit. It could be according to their own experience or not. Teacher will also ask
them to find out different examples of posters that they could apply for their presentation. The
following aspects to consider are: food, weather conditions, costumes, prices, souvenirs and
landscapes. At the end of the activity they will have to present their recommendation to the rest
of the class.

Adapted from
http://www.education.com/activity/article/craft-personalized-postcards/

Scoring instrument
Checklist
Yes
The poster presents all the
aspects given.
Students adjust their time
properly to prepare it
The poster was presented in
proper conditions (clean)
The poster shows creativity
Use of vocabulary according
to the unit

No

Rubric
8-7
Language
Is exceptionally
clear,
imaginative and
vivid;
completely free
from bias,
grammar errors
and
inappropriate
usage

6-5
Language
appropriate to
the goals of
the
presentation;
no
conspicuous
errors in
grammar

4-3
Language
selection
adequate; some
errors
in grammar;
language
at
times
misused
(e.g.
slang, awkward,
weird, ugly)

2-1
Grammar and
syntax
need to
be improved as
can level of
language
sophistication
;
occasionally
biased

Fluency

Speaks smoothly
with
some breaks, but
selfcorrects with
difficult
words and/ or
sentence
structures.

Speaks with
occasional
breaks in rhythm.
The
reader has
difficulty
with specific
words
and/or sentence
structures

Speaks with
extended
pauses or
hesitations.
The reader has
many
rough spots.

Demonstrates
nonverbal
behavior that
supports
the
verbal
message

Posture,
gestures, facial
expression and
eye
contact well
developed,
natural, and
display high
levels of poise
and
confidence
Recognizes and
frequently
produces
almost all
suprasegmental
features
,

Postures,
gestures and
facial expressions
are
suitable for
speech,
speaker appears
confident

Some reliance on
notes,
but has adequate
eye
contact,
generally
avoids distracting
mannerisms

Frequently
hesitates
while reading,
sounds
out words, and
repeats
words or
phrases. The
reader makes
multiple
attempts to read
the
same passage.
Speaker relies
heavily on
notes; nonverbal
expression stiff
and
unnatural

Recognizes the
majority of
suprasegmental
features and
accurately
produces
approximately

Recognizes and
accurately
produces
some
suprasegmental
but there are still
major

Accuracy

Pronunciation

Recognizes and
accurately
produces
few or no
suprasegmental
features

but there are still

specific features
that
student
occasionally
cannot control
.

half
of the features in
a
rehearsed oral
text

inconsistencies in
students
pronunciation

Adapted from

http://lanic.utexas.edu/project/etext/llilas/outreach/fulbright08/bechard.pdf
Activity 7.Conducting a job interview
In pairs students will have to present a 2 minutes role-play about a real job interview situation.
Students will need to ask to their parents or relatives about expressions that are used on an
interview and important aspects to consider (timetable, job experience, salaries, etc) to base their
role-play. One of the students will be the interviewer and the other one will be the interviewee.
RATING SCALE
Good (8)
Accuracy
Fluency
Demonstrates
nonverbal
behavior that
supports
the
verbal
message
Pronunciation

Acceptable (6)

Average (4)

Below Average
(2)

Activity 8.-Writing a reaction paper

Students will have to write a reaction paper on their own about scholarships abroad.
They will have to search for an article online, then write an introductory paragraph
which summarizes the article (it must contain 1/4 of the words of the article), and two
more paragraphs explaining your points of view (500 words). References must be
included.
RUBRIC:
8-7
The
overall
purpose of the
summary
is
clear;
the
summary
expresses only
the main idea
and major points
of the original
selection;
the
writing
is
tailored to the
audience.

6-5
The purpose is
generally clear;
the summary
expresses only
the main idea
and most major
points of the
original
selection; most
of the writing is
tailored to the
audience.

4-3
The purpose
wavers; the
summary does
not accurately
express the main
idea or most
major points of
the original
selection; most
of the writing is
not tailored to
the audience.

2-1
The purpose is
unclear; the
summary does
not convey

References

References
complete and
according to APA

References are
not according to
APA

References are
not present

Language

The language is
fluent:
Accuracy and
variety of
appropriate
grammatical
structures,
Varied and
interesting use
of vocabulary.

References are
according to APA
with minor
violations.
The language is
mostly fluent:
Reasonable
degree of
grammatical
accuracy
Variety in the
choice and use
of vocabulary

Language not
always
comprehensible
and lacks
fluency:
Frequent errors
in simple
grammatical
structures.
Basic and
repetitive
vocabulary

Language on the
whole not
comprehensible:
high proportions
of grammatical
errors.
Limited and
inaccurate use of
vocabulary.

Elements of
Summary

Rubric adopted from: I.Roa (2014)

Activity 9.- Recording a video

Students will have to get in groups of 4 or 5 students to record a 3-4 minutes video about
a typical conversation. Teacher will provide the following topics that students have to
research: restaurant, queuing in a bank, going to the supermarket or job interview. Each
group has to choose one of the situations for the role-play and also look for some
expressions that they can use for the role-play. Students will have 1 week to present it to
the rest of the class.
RATING SCALE
Good (8)
Group
Cooperation
Performance
level
Storyboard
Video
content
and organization
Production
(edition)

Acceptable (6)

Average (4)

Below Average
(2)

Activity 10.- Writing an advertisement

In pairs students will have to find out at least four different models of catchy adds through
magazines that the teacher will provide to the class. These adds must be related to their own
needs and interests as teenagers that promotes entertainment, healthy life and places to visit. The
main focus for this activity is to concentrate on description and the use of adjectives, position of
adjectives, etc. Students will have to discuss about the advertisements that they found and then
describe them to the rest of the class explaining the benefits and why did they chose them.
Adapted from M.A.Whitt http://www.eslcafe.com/idea/index.cgi?display:913573702-18279.txt

CHECKLIST
Yes
The four adds were
presented
Adds contain the topics given
Students presented the
benefits of the adds
Both students worked
actively during the activity.

No