October 5th 7
Astrid Tapia V. 5 Oct 202305/10/23 a las 21:17 hrs.2023-10-05 21:17:05
October 3rd Contents 8
Astrid Tapia V. 3 Oct 202303/10/23 a las 17:19 hrs.2023-10-03 17:19:03
September 28th contents 4
Astrid Tapia V. 28 Sep 202328/09/23 a las 21:29 hrs.2023-09-28 21:29:28
Listening quiz 1.
September 26th contents. 4
Astrid Tapia V. 26 Sep 202326/09/23 a las 20:02 hrs.2023-09-26 20:02:26
Reading: Important dates.
A Beddian birthday.
Listening: Traveling to Mars. (Elllo.org)
September 21st contents 9
Astrid Tapia V. 24 Sep 202324/09/23 a las 10:53 hrs.2023-09-24 10:53:24
Blog 2 warm up and pre writing exercise. Deadline and rubric.
Oral Presentation spelling out.
Blog 2: Deadline for Initial post, september 23rd. 4 comments, September 30th. 7
Astrid Tapia V. 21 Sep 202321/09/23 a las 13:22 hrs.2023-09-21 13:22:21
Blog Post 2: Why did I choose my major?
Say what you study and why you study it. Include this information:
- What was your dream job as a child?
- What other study options did you have?
- What made you decide on this major?
- How has your experience at the university been until now?
Upload pictures
Make comments on 3 of your classmates’ posts + a comment on your teacher's post
Word Count: 130 words
Dear students: We are going to use the Ucursos Platform’s BLOG once again.
Your initial post (130 words) must be posted by Saturday, September 23rd and your 4 comments (30 words each) , by Saturday , September 30th. This time I will be grading your work.
Pay attention to correct Sentence Structure:
- A new sentence begins with a capital letter.
- He obtained his degree.
- A sentence ends with punctuation (a period, a question mark, or an exclamation point).
- He obtained his degree.
- A sentence contains a subject that is only given once.
- Smith he obtained his degree.
- A sentence contains a verb or a verb phrase.
- He obtained his degree.
- A sentence follows Subject + Verb + Object word order.
- He (subject) obtained (verb) his degree (object).
- A sentence must have a complete idea that stands alone. This is also called an independent clause.
- He obtained his degree.
Basic Sentence elements. Consider these when writing your BLOG posts. 4
Astrid Tapia V. 21 Sep 202321/09/23 a las 12:02 hrs.2023-09-21 12:02:21
Definitions and Examples of Basic Sentence Elements
The Mastering the Mechanics webinar series also describes required sentence elements and varying sentence types. Please see these archived webinars for more information.
Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular font = prepositional phrase
Independent clause: An independent clause can stand alone as a sentence. It contains a subject and a verb and is a complete idea.
- I like spaghetti.
- He reads many books.
Dependent clause: A dependent clause is not a complete sentence. It must be attached to an independent clause to become complete. This is also known as a subordinate clause.
- Although I like spaghetti,…
- Because he reads many books,…
Subject: A person, animal, place, thing, or concept that does an action. Determine the subject in a sentence by asking the question “Who or what?”
- I like spaghetti.
- He reads many books.
Verb: Expresses what the person, animal, place, thing, or concept does. Determine the verb in a sentence by asking the question “What was the action or what happened?”
- I like spaghetti.
- He reads many books.
- The movie is good. (The be verb is also sometimes referred to as a copula or a linking verb. It links the subject, in this case "the movie," to the complement or the predicate of the sentence, in this case, "good.")
Object: A person, animal, place, thing, or concept that receives the action. Determine the object in a sentence by asking the question “The subject did what?” or “To whom?/For whom?”
- I like spaghetti.
- He reads many books.
Prepositional Phrase: A phrase that begins with a preposition (i.e., in, at for, behind, until, after, of, during) and modifies a word in the sentence. A prepositional phrase answers one of many questions. Here are a few examples: “Where? When? In what way?”
- I like spaghetti for dinner.
- He reads many books in the library.
English Sentence Structure
The following statements are true about sentences in English:
- A new sentence begins with a capital letter.
- He obtained his degree.
- A sentence ends with punctuation (a period, a question mark, or an exclamation point).
- He obtained his degree.
- A sentence contains a subject that is only given once.
- Smith he obtained his degree.
- A sentence contains a verb or a verb phrase.
- He obtained his degree.
- A sentence follows Subject + Verb + Object word order.
- He (subject) obtained (verb) his degree (object).
- A sentence must have a complete idea that stands alone. This is also called an independent clause.
- He obtained his degree.
Simple Sentences
A simple sentence contains a subject and a verb, and it may also have an object and modifiers. However, it contains only one independent clause.
Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular font =prepositional phrase
Here are a few examples:
- She wrote.
- She completed her literature review.
- He organized his sources by theme.
- They studied APA rules for many hours.
Compound Sentences
A compound sentence contains at least two independent clauses. These two independent clauses can be combined with a comma and a coordinating conjunction or with a semicolon.
Key: independent clause = yellow, bold; comma or semicolon = pink, regular font; coordinating conjunction = green, underlined
Here are a few examples:
- She completed her literature review, and she created her reference list.
- He organized his sources by theme; then, he updated his reference list.
- They studied APA rules for many hours, but they realized there was still much to learn.
Using some compound sentences in writing allows for more sentence variety.
Complex Sentences
A complex sentence contains at least one independent clause and at least one dependent clause. Dependent clauses can refer to the subject (who, which) the sequence/time (since, while), or the causal elements (because, if) of the independent clause.
If a sentence begins with a dependent clause, note the comma after this clause. If, on the other hand, the sentence begins with an independent clause, there is not a comma separating the two clauses.
Key: independent clause = yellow, bold; comma = pink, regular font; dependent clause = blue, italics
Here are a few examples:
- Although she completed her literature review, she still needed to work on her methods section.
- Note the comma in this sentence because it begins with a dependent clause.
- Because he organized his sources by theme, it was easier for his readers to follow.
- Note the comma in this sentence because it begins with a dependent clause.
- They studied APA rules for many hours as they were so interesting.
- Note that there is no comma in this sentence because it begins with an independent clause.
- Using some complex sentences in writing allows for more sentence variety.
Compound-Complex Sentences
Sentence types can also be combined. A compound-complex sentence contains at least two independent clauses and at least one dependent clause.
Key: independent clause = yellow, bold; comma or semicolon = pink, regular font; coordinating conjunction = green, underlined; dependent clause = blue, italics
- She completed her literature review, but she still needs to work on her methods section even though she finished her methods course last semester.
- Although he organized his sources by theme, he decided to arrange them chronologically, and he carefully followed the MEAL plan for organization.
- With pizza and soda at hand, they studied APA rules for many hours, and they decided that writing in APA made sense because it was clear, concise, and objective.
- Using some complex-compound sentences in writing allows for more sentence variety.
- Pay close attention to comma usage in complex-compound sentences so that the reader is easily able to follow the intended meaning.
Oral Presentations: october 3rd and 5th 3
Astrid Tapia V. 18 Sep 202318/09/23 a las 21:54 hrs.2023-09-18 21:54:18
ENGLISH 3 ORAL PRESENTATION INSTRUCTIONS:
Dear Student,
These are the instructions for the oral presentation of English 3.
- You have two weeks to prepare it.
- Your presentation should be 3-4 minutes long, and it should be related to your major (carrera) in its focus.
- You should not read. You can use notes, but you should only look at them from time to time as a reference. If you read, your grade will be lower.
- When you create a slide show (power point presentation), the slides should not be full of text. They should contain illustrations as a visual support and only a few words (5 or 6 maximum). The slides are not for reading; they are for illustrating your ideas that you are presenting.
- The rubric for marking your presentation is below.
- Your language use is the focus of the presentation, not the power point.
ENGLISH 3 ORAL PRESENTATION MARKING RUBRIC
QUICKMARK
NO COMMENT
VERY WEAK
WEAK
SUFFICIENT
GOOD
VERY GOOD
Score 🡪
0
1
2
3
4
5
Form
Eye contact/Voice Pitch/Delivery-Speed & Timing
No attempt to connect with audience. Inaudible
Little or no eye contact. Talks too slow/fast
Occasional eye contact. Lack of fluency that interferes with communication
Some eye contact and gestures. Some noticeable or irregular pauses
Good despite occasional lapses.
Eye contact maintained & appropriate gestures. Strong clear voice and good delivery.
Visual Aids (screen, cell phone, cards, etc…)
Overuse and overdependence on visual aids. Reading
Overuse of visual aids. Presentation is often being read.
Heavy reliance on visual aids. Visual aid reliance overtakes oral presentation.
Visual aids could have been better used better as a support. Slight over-reliance on visual aids.
Use of visual aids complements presentation. Adequate use of visual aids
Very good, appropriate visual aids, (if used) only glances at visual aids occasionally
Content
Organization
illogical organisation or NO organization
Difficult to follow. Doesn’t always make sense
Disorganized elements dominate over organized parts
Organization could clearly be improved. A mix of clear logical organization and disorganized.
Good. Only occasional lack of logical ordering of information.
Very good. Fully logical. Presentation flows very well
Relevance of information
Information not related to title or chosen topic
Irrelevant information heavily detracts from quality of presentation. The presentation topic seems ungiven.
The information presented is largely irrelevant. The topic is only partially touched on.
Although selection of information is generally relevant, there are large elements that are irrelevant. There is a sense that the presentation seems a bit unfinished.
Good selection of information that is usually relevant with occasional lapses.
Very good. Appropriate. Information is relevant and well selected.
Memorization & Mastery
Reading. No mastery at all.
Mostly reading. Little or no mastery of topic.
Despite some evidence of mastery, it still seems insufficient. Relies mostly on notes.
Partial mastery but frequent topic related hesitations disrupt flow of presentation.
Good control of topic despite minor lapses. Mastery could still be improved a bit.
Very good. Topic is evidently mastered. Fully at ease with topic
Language
Grammar & Language Structure
Little or no grammar or structural control of utterances.
Errors often interfere with communication of ideas. Language structure may be overly simplistic.
Frequent errors. Attempts may be made at more sophisticated structures that usually contain errors.
Noticeable problems that do not interfere with presentation.
Message is generally clear despite some systematic errors that do not detract from presentation.
Very good. Conveys message well error-free or just occasional slips.
Lexical Expression
Extremely simplistic elementary vocabulary. Inadequate for presentation.
Weak for level. Noticeable problems with word formation that hinders communication. Generally inadequate for presentation.
Despite some evidence of control, errors in word formation or use are numerous. Vocabulary could clearly be more adequate.
Fairly well controlled despite some minor problems with word choice or formation. Vocabulary seems simplistic at times.
Overall, vocabulary is appropriate and accurate. Some more sophisticated vocabulary could have been present.
Very good. Fully appropriate. Precise well-chosen vocabulary is evident throughout presentation. Some use of more sophisticated vocabulary.
Discourse Management
Lack of cohesive devices or incoherence.
Poor use of cohesive devices or connectors. Spoken text is generally disjointed. Hesitation interferes with presentation.
Linking in or between sentences, or word order (or both) cause instances of incoherence. Hesitation detracts from presentation.
Despite minor lapses, linking and word order are adequate. Sentences generally link together despite minor lapses or a sense that coherence has room for improvement. Some hesitation.
Language is generally arranged well. No major problems with word order or linking.
Very good. Spoken text flows well. No major problems with cohesion. Cohesive devices add to and support communication.
Pronunciation
Unintelligible
Weak pronunciation frequently interferes with understanding
Noticeable L2 interference that makes understanding harder. Speech rhythm draws negative attention.
Generally adequate pronunciation despite some systemic mispronunciations. Speech rhythm and sentence-level stress is not completely right.
Pronunciation is generally clear with occasional mispronunciation of certain items. Speech rhythm has room from improvement.
Very good. Effortless understanding of pronunciation. Very good speech rhythm.
SCORING:
The two items in the Form Section are worth up to 5 points each for a total of 10 in the section.
The three items in the Content Section are worth up to 5 points each for a total of 15 in the section.
Each of the four items in the Language Section is worth up to 5 points, which gives a total of 20 points for this section. The total section points for Language are multiplied by FIVE so that this section is worth up to 100 points.
The highest score possible for the presentation is 125.
SCORE
GRADE
SCORE
GRADE
SCORE
GRADE
125
7.0
104
5.7
83
4.5
124
6.9
103
5.7
82
4.4
123
6.9
102
5.6
81
4.4
122
6.8
101
5.6
80
4.3
121
6.8
100
5.5
79
4.2
120
6.7
99
5.4
78
4.2
119
6.6
98
5.4
77
4.1
118
6.6
97
5.3
76
4.1
117
6.5
96
5.3
75
4.0
116
6.5
95
5.2
74
4.0
115
6.4
94
5.1
73
3.9
114
6.3
93
5.1
72
3.9
113
6.3
92
5.0
71
3.8
112
6.2
91
5.0
70
3.8
111
6.2
90
4.9
69
3.8
110
6.1
89
4.8
68
3.7
109
6.0
88
4.8
67
3.7
108
6.0
87
4.7
66
3.6
107
5.9
86
4.7
65
3.6
106
5.9
85
4.6
64
3.6
105
5.8
84
4.5
63
3.5
SCORE
GRADE
SCORE
GRADE
SCORE
GRADE
62
3.5
43
2.7
24
2.0
61
3.4
42
2.7
23
1.9
60
3.4
41
2.6
22
1.9
59
3.4
40
2.6
21
1.8
58
3.3
39
2.6
20
1.8
57
3.3
38
2.5
19
1.8
56
3.2
37
2.5
18
1.7
55
3.2
36
2.4
17
1.7
54
3.2
35
2.4
16
1.6
53
3.1
34
2.4
15
1.6
52
3.1
33
2.3
14
1.6
51
3.0
32
2.3
13
1.5
50
3.0
31
2.2
12
1.5
49
3.0
30
2.2
11
1.4
48
2.9
29
2.2
10
1.4
47
2.9
28
2.1
9
1.4
46
2.8
27
2.1
8
1.3
45
2.8
26
2.0
7
1.3
44
2.8
25
2.0
6
1.2
Oral Presentations: october 3rd and 5th 4
Astrid Tapia V. 18 Sep 202318/09/23 a las 21:16 hrs.2023-09-18 21:16:18
ENGLISH 3 ORAL PRESENTATION INSTRUCTIONS:
Dear Student,
These are the instructions for the oral presentation of English 3.
- You have two weeks to prepare it.
- Your presentation should be 3-4 minutes long, and it should be related to your major (carrera) in its focus.
- You should not read. You can use notes, but you should only look at them from time to time as a reference. If you read, your grade will be lower.
- When you create a slide show (power point presentation), the slides should not be full of text. They should contain illustrations as a visual support and only a few words (5 or 6 maximum). The slides are not for reading; they are for illustrating your ideas that you are presenting.
- The rubric for marking your presentation is below.
- Your language use is the focus of the presentation, not the power point.
ENGLISH 3 ORAL PRESENTATION MARKING RUBRIC
QUICKMARK
NO COMMENT
VERY WEAK
WEAK
SUFFICIENT
GOOD
VERY GOOD
Score 🡪
0
1
2
3
4
5
Form
Eye contact/Voice Pitch/Delivery-Speed & Timing
No attempt to connect with audience. Inaudible
Little or no eye contact. Talks too slow/fast
Occasional eye contact. Lack of fluency that interferes with communication
Some eye contact and gestures. Some noticeable or irregular pauses
Good despite occasional lapses.
Eye contact maintained & appropriate gestures. Strong clear voice and good delivery.
Visual Aids (screen, cell phone, cards, etc…)
Overuse and overdependence on visual aids. Reading
Overuse of visual aids. Presentation is often being read.
Heavy reliance on visual aids. Visual aid reliance overtakes oral presentation.
Visual aids could have been better used better as a support. Slight over-reliance on visual aids.
Use of visual aids complements presentation. Adequate use of visual aids
Very good, appropriate visual aids, (if used) only glances at visual aids occasionally
Content
Organization
illogical organisation or NO organization
Difficult to follow. Doesn’t always make sense
Disorganized elements dominate over organized parts
Organization could clearly be improved. A mix of clear logical organization and disorganized.
Good. Only occasional lack of logical ordering of information.
Very good. Fully logical. Presentation flows very well
Relevance of information
Information not related to title or chosen topic
Irrelevant information heavily detracts from quality of presentation. The presentation topic seems ungiven.
The information presented is largely irrelevant. The topic is only partially touched on.
Although selection of information is generally relevant, there are large elements that are irrelevant. There is a sense that the presentation seems a bit unfinished.
Good selection of information that is usually relevant with occasional lapses.
Very good. Appropriate. Information is relevant and well selected.
Memorization & Mastery
Reading. No mastery at all.
Mostly reading. Little or no mastery of topic.
Despite some evidence of mastery, it still seems insufficient. Relies mostly on notes.
Partial mastery but frequent topic related hesitations disrupt flow of presentation.
Good control of topic despite minor lapses. Mastery could still be improved a bit.
Very good. Topic is evidently mastered. Fully at ease with topic
Language
Grammar & Language Structure
Little or no grammar or structural control of utterances.
Errors often interfere with communication of ideas. Language structure may be overly simplistic.
Frequent errors. Attempts may be made at more sophisticated structures that usually contain errors.
Noticeable problems that do not interfere with presentation.
Message is generally clear despite some systematic errors that do not detract from presentation.
Very good. Conveys message well error-free or just occasional slips.
Lexical Expression
Extremely simplistic elementary vocabulary. Inadequate for presentation.
Weak for level. Noticeable problems with word formation that hinders communication. Generally inadequate for presentation.
Despite some evidence of control, errors in word formation or use are numerous. Vocabulary could clearly be more adequate.
Fairly well controlled despite some minor problems with word choice or formation. Vocabulary seems simplistic at times.
Overall, vocabulary is appropriate and accurate. Some more sophisticated vocabulary could have been present.
Very good. Fully appropriate. Precise well-chosen vocabulary is evident throughout presentation. Some use of more sophisticated vocabulary.
Discourse Management
Lack of cohesive devices or incoherence.
Poor use of cohesive devices or connectors. Spoken text is generally disjointed. Hesitation interferes with presentation.
Linking in or between sentences, or word order (or both) cause instances of incoherence. Hesitation detracts from presentation.
Despite minor lapses, linking and word order are adequate. Sentences generally link together despite minor lapses or a sense that coherence has room for improvement. Some hesitation.
Language is generally arranged well. No major problems with word order or linking.
Very good. Spoken text flows well. No major problems with cohesion. Cohesive devices add to and support communication.
Pronunciation
Unintelligible
Weak pronunciation frequently interferes with understanding
Noticeable L2 interference that makes understanding harder. Speech rhythm draws negative attention.
Generally adequate pronunciation despite some systemic mispronunciations. Speech rhythm and sentence-level stress is not completely right.
Pronunciation is generally clear with occasional mispronunciation of certain items. Speech rhythm has room from improvement.
Very good. Effortless understanding of pronunciation. Very good speech rhythm.
SCORING:
The two items in the Form Section are worth up to 5 points each for a total of 10 in the section.
The three items in the Content Section are worth up to 5 points each for a total of 15 in the section.
Each of the four items in the Language Section is worth up to 5 points, which gives a total of 20 points for this section. The total section points for Language are multiplied by FIVE so that this section is worth up to 100 points.
The highest score possible for the presentation is 125.
SCORE
GRADE
SCORE
GRADE
SCORE
GRADE
125
7.0
104
5.7
83
4.5
124
6.9
103
5.7
82
4.4
123
6.9
102
5.6
81
4.4
122
6.8
101
5.6
80
4.3
121
6.8
100
5.5
79
4.2
120
6.7
99
5.4
78
4.2
119
6.6
98
5.4
77
4.1
118
6.6
97
5.3
76
4.1
117
6.5
96
5.3
75
4.0
116
6.5
95
5.2
74
4.0
115
6.4
94
5.1
73
3.9
114
6.3
93
5.1
72
3.9
113
6.3
92
5.0
71
3.8
112
6.2
91
5.0
70
3.8
111
6.2
90
4.9
69
3.8
110
6.1
89
4.8
68
3.7
109
6.0
88
4.8
67
3.7
108
6.0
87
4.7
66
3.6
107
5.9
86
4.7
65
3.6
106
5.9
85
4.6
64
3.6
105
5.8
84
4.5
63
3.5
SCORE
GRADE
SCORE
GRADE
SCORE
GRADE
62
3.5
43
2.7
24
2.0
61
3.4
42
2.7
23
1.9
60
3.4
41
2.6
22
1.9
59
3.4
40
2.6
21
1.8
58
3.3
39
2.6
20
1.8
57
3.3
38
2.5
19
1.8
56
3.2
37
2.5
18
1.7
55
3.2
36
2.4
17
1.7
54
3.2
35
2.4
16
1.6
53
3.1
34
2.4
15
1.6
52
3.1
33
2.3
14
1.6
51
3.0
32
2.3
13
1.5
50
3.0
31
2.2
12
1.5
49
3.0
30
2.2
11
1.4
48
2.9
29
2.2
10
1.4
47
2.9
28
2.1
9
1.4
46
2.8
27
2.1
8
1.3
45
2.8
26
2.0
7
1.3
44
2.8
25
2.0
6
1.2
September 5th and 7th Contents 8
Astrid Tapia V. 14 Sep 202314/09/23 a las 16:46 hrs.2023-09-14 16:46:14
Getting to know each other.
Fill-in exercises for Vocabulary acquisition and practice.
7th. Reading : Tools of the Trade.
Present and Past Passive Voice exercises.
