Performance indicators 3rd term

Learning a language is not an activity of just one day, one week or month. It requires planning and stablishing objectives. Well, the performance indicators indicate what we are going to obtain in our process of learning a language.


Performance indicators Ninth Grade

  • Performance indicator 3.1: Expresses that a person causes an action by having another person do it, using causative forms.

These are the intended activities to accomplish this indicator:

  • Complete exercises on Student´s book (sb) and Workbook (wb): here it is important to work in class and finish the proposed activities on time and in class if necessary.
  • Explanations in class of selected grammar point.
  • This performance indicator will be graded through 2 written evaluations. See the calendar for more information

This performance indicator is 18% worth

  • Performance indicator 3.2: Extracts specific information identifying the speakers’ intention and the level of formality of a given context.

These are the intended activities to accomplish this indicator:

  • Work in class doing exercises related to both reading and listening exercises taken from the FCE test. Some will be for practice and others must be scored.
  • This performance indicator will be graded through four evaluations, two reading evaluations and two listening evaluations based on the FCE test.

This performance indicator is 18% worth

  • Performance indicator Nº 3.3: Writes paragraphs that describe differences and similarities between two or more ideas, objects or people, producing an essay of contrast.

Consider these minimum requirements when presenting your written assignments. If these requirements are not met, your written activity will not be graded properly.

  • Pre-writing of your written assignment.
  • Development of parts of an essay: Introduction, body, conclusion.
  • Use different types of grammatical sentences
  • Careful about grammar and spelling mistakes.
  • Use only complex sentences.
  • Use appropriate connectors and conjunctions
  • Assignments must be done in class.

This performance indicator is 18% worth

To know about how to write basic sentences in English, as well as some recomendations, please visit basic writing. See rubric here.

  • Performance indicator Nº 3.4: Makes a distinction between different registers of the language when participating in conversations; and presents topics related to Maths, showing fluency and accuracy in the use of the language, using specific vocabulary.

This performance indicator will be assessed in two ways:
1. Through an oral presentation (cross-curricular project): This is an oral presentation where you explain a topic related to one of the performance indicators established for Maths (Algebra and Geometry) in this third term. This oral presentation will get a score of 9% over 18% of the performance indicator 3.4.

Minimum requirements for oral presentation using slides:

  • Individual, pair work or groups of three.
  • Minimum time: 2:30 minutes per person.
  • Follow the order of the content of the presentation.(see slide order below).
  • Bear in mind evaluation criteria of the rubric.
  • Follow and apply the recommendations given in the PDF document slide design guide found in downloads about how to do an oral presentation with slides.
  • Bear in mind evaluation criteria of the rubric for oral presentation
  • All the assignments must be done in class.

Order of slides in oral presentations:

  • 1st slide: Name of student(s) in charge of the presentation, name of topic, date.
  • 2nd slide: Vocabulary (5 new words explained in English).
  • 3rd slide: Summary of the topic.
  • 4th, 5th, 6th... slides: development of the topic.
  • Last slide: conclusion.

2. Through a speaking task: In this part you will produce a simple video with one, two or all of the following topics that must be presented on the English Day (October 6th):

  • International year of sustainable tourism:
  • - how to take care of the environment while travelling.
  • - how to respect local communities.
  • Eco-friendly actions to help the planet from the school.
  • Importance of the English day.
  • Why to learn English.

How to make the video:

  • Individual, pair work or groups of three.
  • Three students: eight-minute long video.
  • 21 scenes, max. 15-second long each (a scene is a change of angle with the camera).
  • Use images, other videos and over narration.
  • Students should appear on camera in the first, fifth, 10th, 15th and last scene; on the others there should be an attractive narration.

This speaking task will get a score of 9% over 18% of the performance indicator 3.4.

  • Performance indicator Nº 3.5: Carries out the work and projects proposed for the class, understanding, producing and interacting in the target language.

What´s a rubric?

A rubric describes varying levels of quality, from excellent to poor, for a specific assignment. It is a scoring tool representing the performance expectations for an assignment or piece of work.

Rubrics provide formative feedback to support and guide ongoing learning efforts, or both.

Rubrics have the potential to help you, as a student, make judgments about the quality of your own work. They are teaching tools that support your learning and the development of sophisticated thinking skills.

When used correctly, they serve the purposes of learning as well as of evaluation and accountability.

I communicate the rubrics used in this year, prior to your work being completed, so that the grading process is very clear for you.

Find rubrics here