A07

Name: ___________________________
Schedule: ___________________________
Teacher: ___________________________
Room: __________________
Adults 07 - 11 Weeks Course

Student’s Lab Pack
Table of Contents
1. Reglamento Académico de COPEI

2. Instructivo “Reading Oceans”
3. Study Plan
4. Oral Study Guide
5. Criteria for grading Midterm and Final Oral
Exam
6. Extra practice worksheets
7. Video worksheets
8. Songs worksheets
COPEI A07 TABLE OF CONTENTS

Revised May 2019
EM
REGLAMENTO ACADÉMICO
1. SOBRE LA CLASIFICACIÓN DEL PROGRAMA DE ACUERDO A LAS EDADES
La edad mínima para ingresar al programa de COPEI es a partir de los 6 años. Los programas se dividen de acuerdo a las siguientes edades:
Programa de Children.- desde los 6 a 9 años
Programa de Pre-teens.- desde los 10 a 12 años
Programa de Teens.- desde los 13 a 15 años
Programa de Adults.- a partir de los 16 años en adelante
2. SOBRE LOS LIBROS Y LABPACK DIGITAL

Una vez confirmada la aprobación del curso, los estudiantes deberán contar con textos originales a partir del primer día de clases. No se
aceptarán copias de este material debido a derechos de autor. La lista de libros, según su nivel y programa, estará disponible para ser
descargada desde Sistema Académico http://sistemas.copei.edu.ec/
Adicionalmente a los textos utilizados, los estudiantes deberán descargar del Sistema Académico el PDF del labpack digital tres días antes
de iniciar clases del nuevo ciclo.
3. SOBRE LA APROBACIÓN DEL CURSO

Para aprobar un curso, el estudiante deberá ENTREGAR 75% DE LOS DEBERES A TIEMPO y OBTENER UN PROMEDIO GENERAL DE
75% EN LOS EXÁMENES, CON UN RESULTADO MÍNIMO DE 75% EN CADA SECCIÓN DEL PUNTAJE FINAL.
Antes de graduarse, los estudiantes serán evaluados a lo largo del programa (Teens & Adults) con un examen internacional
estandarizado. Dicho examen es uno de los requisitos para aprobar el nivel siete.
Las notas académicas serán publicadas en nuestra página http://sistemas.copei.edu.ec/CopeiOnLine/ tres días antes del inicio de clases del
siguiente ciclo, los estudiantes las podrán visualizar siempre y cuando se encuentren al día en sus pagos. Por teléfono NO se da información
sobre el rendimiento académico.
Si aprueba el curso puede imprimir electrónicamente su certificado y solicitar el sello institucional (de necesitarlo). Si no lo aprueba igualmente
podrá imprimir electrónicamente el reporte de sus calificaciones. El estudiante podrá perder su certificado por faltas.
4. SOBRE FALTAS, RECUPERACIÓN DE CLASES Y SALIDAS PREMATURAS

Los estudiantes deben asistir al 75% DE LAS CLASES (3 atrasos o salidas prematuras se los considerará como una falta). La institución no
justifica faltas, sin embargo, los estudiantes pueden recuperar la clase perdida en la misma semana en otro horario. El estudiante que
recupera clase, debe permanecer la clase completa. Para el programa de Niños y Pre-adolescentes, el estudiante debe confirmar al recuperar
la clase que el quiz (la evaluación) de dicha clase coincida con la que perdió. El estudiante y/o padre de familia deberá tramitar la recuperación
de clases dentro de los horarios de atención al cliente establecidos (lunes a viernes de 08h30 á 17h00 y los sábados de 08h00 a 16h00).
Debido a los feriados en algunos ciclos el avance de las clases de los horarios de entre semana y fines de semana no son iguales por lo tanto
sugerimos verificar previamente los horarios de recuperación.
Sólo se puede recuperar la clase dos veces por ciclo sin autorización de Dirección. NO SE PUEDE RECUPERAR CLASE LOS DÍAS DE
EXÁMENES.
En relación a atrasos, se marcará atraso a aquellos estudiantes que lleguen después de haber transcurrido los diez primeros minutos de
clases. En el caso de que un estudiante sea menor de edad y desee hacer una salida prematura, ésta deberá ser solicitada por el
representante quien deberá mostrar la cédula de identidad en recepción para poder llenar el respectivo documento. Se considerará como
salida prematura únicamente cuando un estudiante se retire de la institución una hora y media antes de la hora de salida. Si el tiempo es
mayor, será considerado como falta.
5. SOBRE DEBERES Y EXÁMENES ATRASADOS

El cumplimiento y el desarrollo de las tareas en casa es importante para la práctica del idioma fuera del salón de clase. Además, sirven
para preparar al estudiante sistemáticamente para las evaluaciones. En ocasiones se ha observado a estudiantes copiando los deberes
antes de ingresar a clases, por esta razón está prohibido realizar los deberes dentro de las instalaciones de COPEI; por lo tanto, a los
estudiantes que se encuentren en actitud de copia o copiando antes de iniciar clases se les retirarán los libros para devolvérselos a la
primera hora de clase a su profesor. En caso de ser menor de edad nos comunicaremos con el representante legal para darle a conocer
sobre el asunto. Aquella tarea no será considerada como válida.
En los programas de Teens (Adolescentes) y Adults (Adultos), no pueden faltar al examen Mid-Term (Mitad de Curso). Si falta, la nota del
examen final quedará como promedio. Si falta al examen final, deberá tomar un “examen de sustitución acumulativo” en los horarios
establecidos por el Dpto. de Notas.
En el programa de Children (Niños) y de Pre-Teens (Pre- adolescentes), las evaluaciones semanales son administradas en las semanas 3,
5, 7, 9 y 11 para cursos de once semanas y en las semanas 4, 7,10, 13 y 15 para cursos de quince semanas. Dichas evaluaciones no pueden
ser tomadas atrasadas, sino más bien debe recuperarse esa clase.
Cuando el estudiante falte tiene hasta una semana de plazo para entregar tareas atrasadas valorados con ½ punto. Los deberes serán
revisados por el maestro los primeros 20 minutos. En el caso de los cursos entre semana se hará el día UNO.
6. SOBRE REPETICIÓN DEL CURSO

El estudiante podrá tomar el mismo nivel máximo dos veces, la tercera matrícula en el mismo nivel es condicionada para aprobación de
Sub-Dirección Académica.
7. SOBRE CURSO REMEDIAL

En el caso de reprobar el curso, los estudiantes de los programas de Children (Niños) y de Pre-Teens (Pre-adolescentes) deberán repetir el
nivel.
En relación a los estudiantes del programa de Teens (Adolescentes) y de Adults (Adultos) deberán tomar el curso de recuperación de CMM
durante un ciclo o en su defecto repetir el nivel. Después de haberlo aprobado, podrán pasar al nivel superior inmediato del curso que reprobó.
Reglamento Académico
Noviembre 2016 (Since cycle 80)
Editado Febrero 2019
Derechos Reservados
VA p. 1/3
8. ALUMNOS CON CAPACIDADES ESPECIALES

Estudiantes con carnet de CONADIS serán aceptados de acuerdo al porcentaje de discapacidad y mediante aprobación de Dirección. No se
aceptará una discapacidad mayor al 40% a nivel intelectual, emocional, visual o auditivo. Podrá aceptarse un porcentaje mayor en discapacidad
física no limitante o que requieran implementos especiales.
9. SOBRE LOS CAMBIOS DE HORARIO

Puede solicitar cambios de horario únicamente en la SEGUNDA, TERCERA y CUARTA semana de clases, el cual tiene un costo administrativo.
Dicho valor tiene que ser cancelado en el momento de hacer la solicitud la misma que será concedida inmediatamente, al menos que resultara
en el sobrecargo del número de estudiantes en la clase a la que desea cambiarse. Solo se podrá realizar un cambio de horario por ciclo. Para
hacer este trámite debe estar al día en pensiones.
10. SOBRE LAS RESPONSABILIDADES DEL REPRESENTANTE

• El padre de familia y/o representante de estudiantes menores de edad tienen la responsabilidad de mantenerse informados sobre
el rendimiento de sus representados a lo largo del curso vía online visitando la siguiente página
http://sistemas.copei.edu.ec/CopeiOnLine/. Para el Programa de Niños (Children) y Pre-adolescentes (Pre-Teens), las notas de las
5 evaluaciones escritas son publicadas en el link arriba mencionado progresivamente. Para los programas de Adolescentes y
Adultos se publicarán las notas en la primera mitad del ciclo aproximadamente en la semana 7 (cursos de 11 semanas) y semana
10 (cursos de 15 semanas) en el mismo sitio web.
• El padre de familia y/o representante es el único responsable y autorizado para realizar trámites administrativos presentando su
respectiva identificación.
11. SOBRE EL COMPORTAMIENTO

a. Si un estudiante o su representante falta el respeto al personal de la institución, y demás estudiantes será causal para su separación
inmediata y definitiva de la institución.
b. Está prohibido el uso de celulares y demás aparatos de tecnología dentro de la clase. COPEI no se responsabiliza por el daño o
pérdida de los mismos.
c. El estudiante no podrá ingerir alimentos o bebidas durante las horas de clase.
d. El estudiante deberá acudir vestido con pantalón o jeans, camisa mangas largas o cortas o camisetas y zapatos cerrados (no
camisetas tipo bividí, blusas transparentes, shorts o faldas muy cortas, ni zapatillas).
e. Está prohibido ocasionar daños a la infraestructura física, al equipamiento del establecimiento educativo y a los bienes o
pertenencias de los miembros de la comunidad.
f. El estudiante no podrá comercializar, consumir o promover el consumo de alcohol, tabaco o sustancias estupefacientes o
psicotrópicas ilegales dentro de la institución educativa y en sus alrededores.
g. No podrá portar armas de ningún tipo.
h. Está prohibido participar activa o pasivamente en acciones que atentaren contra la integridad sexual de los miembros de la
comunidad educativa o encubrir a los responsables.
i. Está prohibido participar activa o pasivamente en acciones de acoso escolar; es decir, cualquier maltrato psicológico, verbal o físico
producido en contra de compañeros o miembros de la comunidad educativa.
j. Los estudiantes menores de edad tienen prohibido salir del establecimiento educativo sin la debida autorización.
12. SOBRE EL EXAMEN DE GRADUACIÓN

Los estudiantes deberán haber aprobado el décimo nivel de COPEI del programa de Teens (Adolescentes) o Adults (Adultos) por lo menos
tres meses antes de la fecha del examen de graduación y no más de 12 meses luego de haber aprobado el décimo nivel. En caso de que el
lapso de tiempo sea mayor, el estudiante acatará el proceso indicado por Dirección.
El estudiante deberá reservar cupo para el examen una semana antes de la fecha del examen y deberá presentarse al examen 10 minutos
antes de la hora acordada con su cédula de identidad (original y una copia). No se repetirá el examen para aquellos que lleguen atrasados.
12.1 En caso de reprobar los exámenes de graduación, el estudiante estará sujeto a las siguientes condiciones:
a) El examen se podrá rendir hasta 2 veces y no podrá pasar más de 6 meses luego de haber rendido el examen por primera vez.
b) Para rendir el examen por segunda vez, el alumno debe presentar evidencia de haber tomado 47.5 a 95 horas de clases en
COPEI dependiendo del caso. (Cursos de CMM o Listening and Speaking).
c) Para rendir el examen por tercera vez será previa autorización por Sub-Dirección Académica.
13. SOBRE LAS ENCUESTAS ONLINE

Los Padres de familia del Programa de Children y Pre-Teens y los estudiantes del Programa de Teens y Adultos deberán realizar las siguientes
encuestas vía online visitando http://sistemas.copei.edu.ec/CopeiEncuestas/
Para cursos de 11 semanas:
• Encuesta sobre profesores, semana 5 a la 6
• Encuesta sobre la institución, semana 10 y 11
Para cursos de 15 semanas:
• Encuesta sobre profesores, semana 7 a la 9
• Encuesta sobre la institución, semana 14 y 15
Derechos Reservados
VA p. 2/3
14. SOBRE LA ATENCIÓN A PADRES DE FAMILIA Y/O REPRESENTANTES

En caso de tener alguna inquietud acerca del rendimiento académico de su representado, los padres de familia y/o representantes podrán
acercarse a hablar con el maestro durante el tiempo indicado en el formulario de “Atención a Padres de Familia”. Este horario de atención
se dará durante los 20 minutos del receso. El padre de familia y/o representarse deberá anunciarse en Recepción donde se encargarán de
informar al maestro. La atención no debe ser mayor al tiempo de receso. El formato en mención se encuentra en el Labpack que los
estudiantes descargan. El maestro se asegurará de proporcionar su correo electrónico corporativo en este formato para que los padres lo
puedan contactar cuando tengan alguna inquietud o necesidad.
M. Ed. Mariuxi Briones H. M. Ed. Olga González A.

Sub-Directora Académica Coordinadora Académica
M. Ed. Vanessa Avellán E.

Secretaria General Académica
Derechos Reservados
VA p. 3/3
INSTRUCTIVO “READING OCEANS”
Dear students (A07),

As part of the lesson plan, you have books from the Platform "READING OCEANS",
which you must read in each corresponding level. It is recommended that, in addition to
those assigned, you read other books you have access to on the same platform in order
to increase your reading comprehension and skills, as well as learn more vocabulary and
expand your knowledge of the use of language.
“The m ore that you read, the m ore things you w ill k now . The m ore that you
learn, the m ore places you’ll go .” Dr. Seuss
This link: https://youtu.be/RR9znFIezTk corresponds to a tutorial that will guide you in the
correct use of the platform. The available titles for Adults 7 (Reading Oceans, level 21)
are the following:
 The Sandman
 The Hunchback of Notre Dame
 The Last Leaf
 The Barber of Seville
 The Hollow Needle
 Robots are Everywhere!
 Galah and Oolah: An Australian Folktale
 The Spelling Bee
 The Three Little Scientists
 The Crafty Potter
 Gabby the Gorilla
 The pond market
 The Mighty Hercules and His twelve Labors
 Mangrove Forests: The Walking Trees
 What Is Your Lucky Number?
 Geese Are Great!
 Surprises of the Desert
 Spices Changed the World
 The Emperor’s New Clothes
 Just So Stories
 The Jungle Book
 The Wind in the Willows
 Alice in Wonderland
EL DISEÑO CURR ICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PER M ITE LA R EPRODUCCION TOTAL O
PAR CIAL DE ESTE M ATER IAL SIN PREVIA AUTOR IZACION.
COPEI Instructivo Reading Oceans
Created by Olga González, May 2019
EM p.1/1
ADULTS 07 STUDY PLAN – 11 WEEKS
(Based on Pioneer I nterm ediate B1 Book A, units 4-6; Pioneer I nterm ediate B1 Book B, units 7-8)
Week 1 Week 2 Week 3

OBJECTIVES  Talk about job seeking.  Describe personality.  Define people, places, things and ideas.
 Practice reading for gist.  Talk about jobs and employment.  Use relative pronouns and relative adverbs to
 Express obligation, lack of obligation and  Express possibility and probability. give additional information.
prohibition.  Ask for and give information.  Discuss forms of communication today.
 Express strong advice, threat and warning.  Write a semiformal e-mail asking for and giving  Take more time to think about a topic,
 Express regret, disapproval and criticism. information. interrupting politely, getting back to the topic
 Learn and use collocations with “make” and of discussion.
“do”.  Use relative clauses.
 Express possibility and certainty.  Use words and phrases related to technology.
 Make deductions.  Learn and use collocations with “tell” and “say”.
 Talk about work-related situations.
Textbook: Unit 4: Warm-up p. 37 Unit 4b: pp. 42-45 (Omit ex. D, p. 45) Share writing: p. 45, ex. D
Pioneer Intermediate B1, Unit 4a: pp. 38-41
Book A (units 4-6); Unit 5: warm-up p. 47
Pioneer Intermediate B1 Unit 5a: p. 48-51
Book B (units 7-8)
Video: Pioneer
Intermediate
3 Video classes, according to schedule
Reader: Reader: Introduce book. Work with pre-reading

“The Jungle Book” questions/activities.
Reading Oceans, level 21
Homework 1.1 Workbook: 4a, p. 27-29 2.1 Workbook: pp. 30-33 3.1 Workbook: pp. 34-37
1.2 Extra material module 4: Vocabulary & 2.2 Writing: textbook, p. 45, ex. D 3.2 Reader: Read Ch. 1-2, pp. 5-12. Answer
Communication; grammar 2.3 Review unit 4: textbook, p. 46 questions at the end of each chapter.
3.3 Extra material module 4: listening & reading
EL DISEÑO CURR ICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PER M ITE LA R EPRODUCCION TOTAL O PAR CIAL DE ESTE M ATER IAL SIN PREVIA AUTOR IZACION .
COPEI Adults 07 Study Plan - 11 weeks
Created by Olga González, March 2018
Edited by OG, May 2019
EM p. 1/4

OBJECTIVES  Understand warning signs.  Talk about being successful in the future.  Talk about your dreams, goals and ambitions.
 Say whether something is permitted or not.  Identify the main idea in a story.  Read and talk about record-breaking
 Ask for and give directions.  Express hypotheses about what is likely or achievements.
 Ask for clarifications and repetition. unlikely to happen in the future.  Form nouns from adjectives.
 Ask if you have been understood.  Express general truths and facts.
 Write an informal e-mail.  Use conditional sentences type zero, 1, 2.
 Form opposites using prefixes.
Textbook: Unit 5b: pp. 52-55 (Omit ex. D, p. 55) Share writing: p. 55, ex. D Unit 6a: p. 61
Pioneer Intermediate B1, Unit 6b: pp. 62-63
Book A (units 4-6); Unit 6: warm-up p. 57
Pioneer Intermediate B1 Unit 6a: pp. 58-60
Book B (units 7-8)
MIDTERM EXAM
Intermediate B1, units 4-5; reader Ch. 1-4
Written, reading, listening & oral
Reader: Reader: Work on ch. 1-2. Discuss homework. Reader: Work on Ch. 3-4. Review story so far.
“The Jungle Book”
Homework 4.1 Workbook: pp. 38-41 5.1 Workbook: pp. 42-43 6.1 Workbook: pp. 44-46
4.2 Writing: textbook, p. 55, ex. D 5.2 Unit 5 review: textbook p. 56 6.2 Extra material module 6: Vocabulary &
4.3 Reader: Read Ch. 3-4, pp. 13-21. Answer 5.3 Extra material module 5: Listening & reading communication; grammar
questions at the end of each chapter.
4.4 Extra material module 5: vocabulary &
communication / grammar
EM p. 2/4

OBJECTIVES  Discuss the advantages and disadvantages of  Express doubt and confidence while discussing  Talk about environmental problems and
an issue. facts. projects.
 Use linking words and phrases when  Discuss facts about water.  Emphasize an action using the passive voice.
listing/adding points and when summing up.  Narrate a story.  Distinguish between verbs easily confused.
 Write an essay presenting advantages and  Comment and paraphrase.  State accepted verbs.
disadvantages.  Sequence past actions.
 Narrate past events.  Use “strong” adjectives to make your stories
 Sequence past actions and events. more interesting.
 Discuss facts about geographical features and  Tell and write a story.
animal species.
 Use the past perfect simple – past perfect
progressive.
 Use articles.
Textbook: Unit 6b: pp. 64-65 (Omit ex. D, p. 65) Share writing: ex. D p. 65 Share writing: ex. E, p. 75
Pioneer Intermediate B1, Unit 7: warm-up p. 67 Unit 8: warm-up p. 77
Book A (units 4-6); Unit 7a: p. 71
Unit 7a: pp. 68-70 Unit 8a: pp. 78-80
Pioneer Intermediate B1 Unit 7b: pp. 72-75 (Omit ex. E, p. 75)
Book B (units 7-8)
* PROFICIENCY TEST
Reader: Reader: Work on ch. 5-6.
Homework 7.1 Workbook: pp. 47-51 8.1 Workbook: pp. 52-55 9.1 Workbook: pp. 56-59
7.2 Unit 6 review: textbook, p. 66 8.2 Writing: textbook, p. 75, ex. E 9.2 Extra material module 7: Vocabulary &
7.3 Extra material module 6: Listening & reading 8.3 Unit 7 review: textbook, p. 76 communication/ grammar / listening /
7.4 Reader: Read Ch. 5-6, pp. 22-29. Answer reading
questions at the end of each chapter. 9.3 Reader: Read Ch. 7-8, pp. 30-39. Answer
questions at the end of each chapter. Work
on the platform: do the quiz at the end of
the book.
EM p. 3/4
Week 10 Week 11
OBJECTIVES  Talk about environmental problems and  Review what you have learned. *PROFICIENCY TEST
possible solutions.  Assess what you have learned. El SLEP test es un examen cuyo objetivo es evaluar el avance
de la comprensión del idioma inglés tanto hablado como
 Discuss healthy eating habits. escrito. Esta prueba se aplica a los alumnos del séptimo nivel
 Discuss food groups. con el propósito de que conozcan cómo están desarrollándose
 Compare situations. en cuanto a su proficiencia general de inglés.
 Express and support an opinion.
 Form well-organized paragraphs.
 Write an essay expressing an opinion.
Textbook: Unit 8a: p. 81 Share writing: p. 85, ex. F

Pioneer Intermediate B1, Unit 8b: pp. 82-85 (Omit ex. E & F, p. 85)
Book A (units 4-6); Unit 8: review. 86
Pioneer Intermediate B1
Workbook: pp. 64-65
Book B (units 7-8)
FINAL EXAM
Intermediate B1, units 6-8; reader Ch. 5-8
Written, reading, listening & oral
Reader: Reader: Work on Ch. 7-8. Review whole story.

Homework 10.1 Workbook: pp. 60-63

10.2 Writing: textbook, p.85, ex. E
10.3 Extra material module 8: vocabulary &
communication / grammar / listening /
reading
EM p. 4/4
ADULTS 07 ORAL STUDY GUIDE
FOR MID-TERM & FINAL ORAL EXAM
(Based on P ioneer Intermediate B1 A – Units 4-6; Interm ediate B1 B – units 7-8)
• You will practice these topics during class activities.

• In the oral exam you should try to speak as much as possible. Don’t worry about mistakes
because your grade is based on how well you communicate.
Topics for Mid-Term Oral Exam (Intermediate B1, Units 4 & 5)

 Ask and answer questions about the important things to consider when looking for a job.
(Unit 4)
 Given a situation, say what you think went wrong and what you should (n’t) have or could
have done instead. (Unit 4, see sample questions on p. 41)
 Give advice on what could have been done. (Unit 4, sample questions on p. 41)
 Talk about the characteristics for different jobs. (Unit 4, samples on p. 42)
 Describe your personality or someone else’s. (Unit 4)
 Speculate about what might have happened given a situation. (Unit 4, sample questions on
p. 44)
 Answer questions about forms of communication today. (Unit 5, see examples p. 51)
 Define people, places, things and ideas giving additional information about them. (Unit 5)
 Look at warning signs and tell whether something is permitted or not. (Unit 5)
 Ask for and give directions. (Unit 5)
Topics for Mid-Term Oral Exam (Intermediate B1, Units 6 & 8)

 What is your opinion about being successful? (Unit 6)
 Talk about success in your culture. (Unit 6)
 Talk about what it takes to be a winner or loser. (Unit 6)
 Tell about your dreams, goals and ambitions. (Unit 6)
 Tell about what you think will happen or will not happen in the future. (Unit 6)
 Talk about advantages/disadvantages of a given situation. (Unit 6, examples on p. 64)
 Tell a story given some prompts. (Unit 7, see example on p. 74)
 Narrate past events. (Unit 7)
 Answer questions about environmental issues. (Unit 8)
 Tell about how green your lifestyle is. (Unit 8)
 Talk about ways to protect the environment. (Unit 8)
 Look at some headlines and discuss the problems and possible solutions. (Unit 8, examples
on p. 81)
 Answer questions about healthy eating habits. (Unit 8)
 Compare two situations and talk about the similarities and differences. (Unit 8, see example
on p. 84)
El DI SEÑ O CURRI CULA R DE ESTE DOCUM EN TO ES DE PROPI EDAD DE COPEI . N O SE PERM I TE LA REP R ODUCCI ON TOTAL O PARCI AL
DE ESTE M ATERI AL SI N PREVI A A UTORI ZACI ON .
COPEI Adults 07 Study Guide for M&F Oral Exam – 11 & 15 weeks
Adapted by Olga González, January 2018
Revised by OG, January 2018
EM p. 1/1
CRITERIA FOR GRADING MIDTERM & FINAL
ORAL EXAM
100 Communication is almost always effective. Very understandable with little or no

listener effort.
Only minor errors, but generally good control of language studied in the course. Delivery is
generally smooth, quite clear and coherent. General performance definitely meets course
expectations.
95 Exceeds lower band; does not quite meet upper band’s criteria
90 Communication is generally effective. Understandable with little listener effort.

Some errors with language studied in the course, but these do not usually seriously affect
communication.
Delivery may have pauses and/or be choppy and slow sometimes.
General performance adequately meets course expectations.
75 Communication is only somewhat effective. Somewhat understandable, but listener effort

generally required. Possibly makes frequent errors with language studied in the course.
Delivery may have prolonged pauses and/or be choppy or repetitive.
General performance is slightly below course expectations.
60 Communication is generally not effective. Much listener effort is needed, and/ or is

difficult to understand. Poor control of language studied in the course.
General performance is definitely below course expectations.
50 No effective communication .It is impossible or almost impossible to understand.

Perhaps says nothing or almost nothing.
EL DI SEÑ O CURR I CULAR DE ESTE DOCUM EN TO ES DE PROPI EDAD DE COPEI . N O SE PERM I TE LA REPR ODUCCI ON TOTAL O
PARCI AL DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI Criteria for Grading Midterm & Final Oral Exam
Revised January 2017
EM p. 1/1
ADULTS 07 EXTRA PRACTICE WORKSHEETS
Based on Pioneer Intermediate B1 A (Units 4 – 6); Intermediate B1 B (Units 7 – 8)
EL DI SEÑ O CURR I CULAR DE ESTE DOCUM EN TO ES DE PROPI EDAD DE COPEI . N O SE PERM I TE LA REPR ODUCCI ON TOTAL O PARCI AL
COPEI A07 Extra Practice Worksheets
Source: Pioneer Intermediate B1
Edited by Olga González, January 2018
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ADULTS 07 VIDEO WORKSHEETS
Based on Pioneer Intermediate B1
COPEI Adults 07 Video Worksheets
Edited by Olga González, April 2018
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ADULTS 07 – TEENS 07 - Cool Tunes
Song Activity Sheet
“CHEERLEADER” By OMI
I. BEFORE THE SONG

A. Listen to the teacher and complete the missing words.
Omar Samuel Pasley (born 3 September 1986), better known by
his stage name Omi, is a Jamaican singer. He is best known for
"Cheerleader", a song he had __________ in 2008, but didn’t
__________ and release it until in 2012. “Cheerleader” became a
__________ hit in Jamaica and was also popular in Hawaii and in
Dubai.
In 2014, this song got a second wind when the president of Ultra
Music heard it and offered to __________ it as a dance track. The
__________ became a huge hit, topping the charts in several
European countries and in Australia. In the United Kingdom, Omi
made history on May 24, 2015, when "Cheerleader" topped the UK
Singles Chart for a fourth week in a row. In the United States, the
song made the top spot of the __________ Hot 100 after 12 weeks
in the ________, giving OMI __________ recognition.
VOCABULARY
B. Match the idioms to their meanings.
1. Got a second wind: ___ a. obtained great success.

2. Became a huge hit: ___ b. becoming a best-selling song.
3. Topping the charts: ___ c. New energy after getting weak.
4. In a row: ___ d. consecutively
II. WITH THE SONG

A. Listen and number the parts. Then write the correct verb form.
Right there when I want her When I need motivation

all these other girls are tempting my one solution is my queen
But I'm empty when you're gone 'cause she stays strong, yeah
and they say yeah..!
She is always in my corner
EL DI SEÑ O CURR I CULAR DE ESTE DOCUM EN TO ES DE PROPI EDAD DE COPEI . N O SE PERM I TE LA REPR ODUCCI ÓN TOTAL O
COPEI-Cool Tunes Set 2
Designed by César Vergara, March 2016
Revised by OG&KV, March 2016
CB p.1/2
Song Activity Sheet
“CHEERLEADER” By OMI
B. PRE-CHORUS. Listen and unscramble the words.
me / you / need / Do?
_______________________
I’m / you / pretty / think / Do
___________________________
Cheating / make / Do / you / like / I / feel?
____________________________________
like no / I'm / and really / 'cause / not
_____________________________
C. Listen to the second verse of the Chorus and number

the lines.
___ And they say
___ 'Cause I'm the wizard of love
___ And I got the magic wand
___ All these other girls are tempting
_1_ She walks like a model
___ But I'm empty when you're gone
___ She grants my wishes like a genie in a bottle, Yeah, yeah..!
(R epeat pre-chorus)
Oh I think that I found myself a cheerleader

She is always right there when I need her
Oh I think that I found myself a cheerleader
She is always right there when I need her
D. Listen to verse 2 and insert the missing parts.

She gives me love and ________________
Baby did I mention, you're the only
____________________
No I don't need a next one
Mama loves you too,
She thinks I made _______________
now all that's _______________
is just for me to _____________________
REPEAT CHORUS
III. AFTER THE SONG

A. Is it a good idea to always express your feelings openly? Why or why not?
Tell your partner.
B. When you react, do you generally use your brain or your heart?
Designed by César Vergara, March 2016
CB p.2/2
Song Activity Sheet
“Perfect” By One Direction
I. BEFORE THE SONG
A. Read the info about the band and put the paragraphs in the correct order.
___ The song "Perfect" was released in 2015, and reached the
top 10 in several countries, including the UK, US, France, New
Zealand and Australia. Written by members Harry Styles and
Louis Tomlinson, it has had critical acclaim.
___ One Direction (1D) are an English-Irish pop boy-band based

in London, composed of Niall Horan, Liam Payne, Harry Styles,
Louis Tomlinson, and previously, Zayn Malik until his departure
from the band on 25 March 2015.
___ The band is temporarily on a hiatus that began in January

2016, which is expected to last around 18 months.
___ The group formed and finished 3rd in the British competition
The X Factor in 2010. 1D's 5 albums topped charts in most
major markets, and generated hit singles including "What Makes You Beautiful", "Live While We're
Young", and "Story of My Life". Their many achievements include Brit Awards, MTV Video Music Awards,
MTV Europe Music Awards, American Music Awards, and Teen Choice Awards, among others.
VOCABULARY
B. Match the words and phrases with their meanings.
1. Hiatus ___ a. a pop group whose members are all young, attractive men.
2. Rendezvous ___ b. the act of leaving a place or organization.
3. critical acclaim ___ c. an interruption in the continuity of an action or work.
4. Departure ___ d. an agreement to meet.
5. boy-band ___ e. Exceptionally good reviews from all or most critics.
6. is expected to ___ f. is considered as probable or certain in the future.
II. WITH THE SONG

A. Listen and circle the correct word.
[Verse 1: Louis]
I might never be your knight in shining - loving armor
I might never be the one you take home to brother - mother
And I might never be the one who takes -brings you flowers
But I can be the one, be the one knight – tonight
B. Listen to the pre chorus and unscramble the sentences. Then write them in the
right sequence.
[Refrain: Liam]
___ I could tell that you were curious, oh, yeah.! ____________________________
___ 'cause I'm not good at making promises ____________________________
___ From across the room ____________________________
___ What you're looking for ____________________________
___ When I first saw you ____________________________
___ Girl, I hope you’re sure ____________________________
EL DI SEÑ O CURR I CULAR DE ESTE DOCUM EN TO ES DE PROPI EDAD DE COPEI . N O SE PERM I TE LA REPR ODUCCI ÓN TOTAL O PARCI AL
Designed by César Vergara - March 2016
CB p.1/2
Song Activity Sheet
“Perfect” By One Direction
C. Listen and match the 2 parts of each sentence.

[Chorus: Harry]
1. But if you like causing ___ a. perfect
2. And if you like having ___ b. you're perfect
3. If you like to do the things you ___ c. trouble up in hotel rooms
4. Baby, I'm ___ d. we can’t even pronounce
5. Baby, I'm ___ e. perfect for you
6. And if you like midnight driving ___ f. with the windows down
7. And if you like going places ___ g. you've been dreaming about
8. If you like to do whatever ___ h. know that we shouldn’t do
i. secret little rendezvous
Baby, I’m perfect (x2)
So let's start right now
D. Listen and fill in the blanks use the word bank.

arms mean ‘cause heart love hold
[Verse 2: Niall]
I might never be the hand you put your __________ in
Or the __________ that _________ you any time you want them
But that doesn’t _________ that we can’t live here in the moment
_________ I can be the one you _________ from time to time
(REPEAT EX. B AND C)
E. Listen and unscramble the words.

[Bridge]
(We go out like cameras flashing And if you every time)
______________________________________
Oh, yeah..!
(And if you're about someone to looking for write your breakup songs)
_________________________________________________
Baby, I am perfect.
Baby, We’re perfect.
(REPEAT CHORUS EX C.)

III. AFTER THE SONG
A. Discuss in groups.
1. Would you like to be famous? Why or why not?
2. What are the advantages and disadvantages of being famous?
EL DI SEÑ O CURR I CULAR DE ESTE DOCUM EN TO ES DE PROPI EDAD DE COPEI . N O SE PERM I TE LA REPR ODUCCI ÓN TOTAL O PARCI AL
Designed by César Vergara - March 2016
CB p.2/2
Song Activity Sheet
“YOU’RE STILL THE ONE” By Shania Twain
I. BEFORE THE SONG
A. Can you guess the information about the singer?
Work with a partner and circle the option you think is correct. Then check
with your teacher.
Shania Twain was born in New Zealand -

Canada on August 28, 1965. She started
writing songs at age 5 - 10. Her second
album, The Woman in Me (1995), was a big
success and then Come on Over (1997) went
on to sell 40 million records, making it the
bestselling album by a female artist, as well
as the top country music record. After
separating from her husband in 2008, the
five-time - ten-time Grammy winner
stepped out of the spotlight, but she returned
to perform a series of shows in
Las Vegas - Broadway from 2012 to 2014.
Vocabulary
B. Match the words with the correct definition.
1. glad ___ a. To take time to do something

2. To make it ___ b. to maintain a condition or position
3. To come far ___ c. To make a lot of progress
4. To take the long way ___ d. obstacles or difficulties
5. To hold on ___ e. To achieve one’s goal
6. To beat ___ f. to defeat
7. odds ___ g. happy
II. WITH THE SONG

A. Fill in the missing words for the introduction of the song.
When I first ______ you, I saw _______ and the _______ time you touched me,
I ______ love. And after all this _______, you are still the one I _______
B. Draw lines to connect the beginnings with the endings.
Looks like get there someday

Look how far still going strong
We mighta’ took the long way
We knew we’d us holding on
They said, “I bet we’ve come my baby
But just look at they’ll never make it”
We’re still together we made it
COPEI-Cool Tunes Set 3-Answ er Key
Designed by Kira Vera, February 2016
CB p.1/2
Song Activity Sheet
“YOU’RE STILL THE ONE” By Shania Twain
C. Listen to the Chorus and number the lines in order.
___ You’re still the one I kiss good night

___ You are still the one I want for life
_1_ You’re still the one
___ The only one that I dream of
___ You’re still the one I run to
___ The one that I belong to
___ You’re still the one that I love
D. Find the wrong words. There are eight mistakes.
Ain’t something better _________

We beat the odds alone _________
I’m glad we didn’t hear _________
Look at all we would be teasing _________
They said, “I bet they’ll always make it _________
But just look at me holding on _________
We’re still together, still going on _________
Chorus (x2)
I’m so glad we made it.

Look how distant we’ve come my baby _________
III. AFTER THE SONG

A. Discuss in pairs:
Do you believe in long-term relationships?
Do you think it is possible to be a “happy
couple”?
COPEI-Cool Tunes Set 3-Answ er Key
Designed by Kira Vera, February 2016
CB p.2/2

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Adults 07 - 11 Weeks Course

1. Reglamento Académico de COPEI

COPEI A07 TABLE OF CONTENTS

2. SOBRE LOS LIBROS Y LABPACK DIGITAL

3. SOBRE LA APROBACIÓN DEL CURSO

4. SOBRE FALTAS, RECUPERACIÓN DE CLASES Y SALIDAS PREMATURAS

5. SOBRE DEBERES Y EXÁMENES ATRASADOS

6. SOBRE REPETICIÓN DEL CURSO

7. SOBRE CURSO REMEDIAL

8. ALUMNOS CON CAPACIDADES ESPECIALES

9. SOBRE LOS CAMBIOS DE HORARIO

10. SOBRE LAS RESPONSABILIDADES DEL REPRESENTANTE

11. SOBRE EL COMPORTAMIENTO

12. SOBRE EL EXAMEN DE GRADUACIÓN

13. SOBRE LAS ENCUESTAS ONLINE

14. SOBRE LA ATENCIÓN A PADRES DE FAMILIA Y/O REPRESENTANTES

M. Ed. Mariuxi Briones H. M. Ed. Olga González A.

M. Ed. Vanessa Avellán E.

Dear students (A07),

Week 1 Week 2 Week 3

Reader: Reader: Introduce book. Work with pre-reading

Week 4 Week 5 Week 6

Week 7 Week 8 Week 9

Textbook: Unit 8a: p. 81 Share writing: p. 85, ex. F

Reader: Reader: Work on Ch. 7-8. Review whole story.

Homework 10.1 Workbook: pp. 60-63

• You will practice these topics during class activities.

Topics for Mid-Term Oral Exam (Intermediate B1, Units 4 & 5)

Topics for Mid-Term Oral Exam (Intermediate B1, Units 6 & 8)

100 Communication is almost always effective. Very understandable with little or no

90 Communication is generally effective. Understandable with little listener effort.

75 Communication is only somewhat effective. Somewhat understandable, but listener effort

60 Communication is generally not effective. Much listener effort is needed, and/ or is

50 No effective communication .It is impossible or almost impossible to understand.

I. BEFORE THE SONG

1. Got a second wind: ___ a. obtained great success.

II. WITH THE SONG

Right there when I want her When I need motivation

C. Listen to the second verse of the Chorus and number

Oh I think that I found myself a cheerleader

D. Listen to verse 2 and insert the missing parts.

III. AFTER THE SONG

___ One Direction (1D) are an English-Irish pop boy-band based

___ The band is temporarily on a hiatus that began in January

II. WITH THE SONG

C. Listen and match the 2 parts of each sentence.

D. Listen and fill in the blanks use the word bank.

(REPEAT EX. B AND C)

E. Listen and unscramble the words.

(REPEAT CHORUS EX C.)

Shania Twain was born in New Zealand -

1. glad ___ a. To take time to do something

II. WITH THE SONG

Looks like get there someday

___ You’re still the one I kiss good night

D. Find the wrong words. There are eight mistakes.

Ain’t something better _________

I’m so glad we made it.

III. AFTER THE SONG

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