ingles senior 6 modelo de evaluacion aaci

8/18/2019 Ingles Senior 6 Modelo de Evaluacion AACI

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SENIOR 6

By the end of the course, the student should be able to produce and understand the

following.

N:B. in addition to the language listed in Senior 1, 2, 3, 4 and 5 syllabuses

FUNCTIONS EXPONENTS

Reporting speech and attitude. Generalizing

Reporting facts / opinions impersonally. No

change

Reporting verbs with or without direct objects

‘It is believed that …./It is widely agreed that ‘

She admitted she had given Norma Jean the

wrong advice

The hairs were thought to be from a cat.

He said he’ll be back next week

Expressing modality: obligation, necessity,

duty, advice, ability, permission, prohibition,

possibility, no obligation

must / have to / need / should / ought to / can /

could / may / might / be able to /needn’t

/mustn’t/can’t / couldn’t

Related verbs: ‘be required to / be obliged to /

be supposed to / manage to / succeed in / be

allowed to / be permitted to / be likely to / be

bound to’

Justifying opinions

‘It goes

without

saying

that

...’

‘As far as I can see ...’

Expressing dissatisfaction and regret

Criticizing & showing annoyance

Advice

‘wish / if only’ + simple past / past perfect /

‘wouldn’t’ + infinitive

‘should’ + infinitive / perfect infinitive

‘could’ + perfect infinitive

‘had better’ + infinitive

Talking about situations that are always true Zero conditionals

If I meet someone in a situation like that, I get

very nervous.

Talking about possible situations in the future First conditionals

I’ll lend you the money, provided that you pay it

back by the end of the month

Talking about unlikely or imaginary situations

in the present or future

Second conditionals

I wouldn’t do it if you paid me

Talking about an imaginary situation in the past Third conditionals

If I’d been able to afford it, I’d have gone with

them

Talking about

the

consequences

in

the

present

of an imaginary past situation Mixed

conditionals

If I had caught that plane, I would be dead now


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Being tentative ‘If / I hope you don’t mind my saying so ...’

Making deductions and drawing conclusions in

the past. Expressing degrees of certainty in the

past

Modal verbs of deduction in the past

The man must have been thirsty

Showing emphasis

‘It’s this

sense

of

infinity

that

makes

…./It

was

that courage of theirs that made ….’

“What I remember most clearly is …”

so and such ‘It was such a tragic end of the

year …’

Auxiliaries do/does: I do remember/It does

have …

Grammar

N.B. in addition to the language listed in Senior 1, 2, 3, 4 and 5 syllabuses.

Tenses

Review of all tenses

Conditional sentences types 0, 1, 2 and 3, mixed conditionals

The

verb

phrase

Gerunds as subjects, after prepositions and after certain verbs

Infinitives after certain verbs, adjectives and to explain the purpose of an action

‘be / get used to’ + ‐ing

‘used to’ + infinitive/would/be used to/get used to

verb + infinitive

verb + to

infinitive

verb + ‐ing

verb + to infinitive and –ing form after ‘remember’, ‘forget’, ‘stop’, ‘try’, ‘like’

Phrasal verbs

Past modal verbs with passive and continuous forms

Modal and related verbs: ‘bound to’, ‘allowed to’, ‘supposed to’, ‘likely to’ , etc.

Reported speech

Review of basic structures

Reporting verb patterns

Passive report structures ‘it is / was thought to be / have been’ etc

Complex sentences

Defining and Non – Defining Relative Clauses

Cleft and pseudo cleft sentences

Quantifiers: a few, several, a lot, etc.

Linkers: ‘although’, ‘despite’, ‘in spite of’

Compound

nouns

and

adjectives

Nouns

which

are

always

plural, ending

is

–s

with

a singular

meaning.

Group

nouns

(singular

or plural)


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Lexical areas

N.B. in addition to the language listed in Senior 1, 2, 3, 4 and 5 syllabuses.

Means of communication‐ the Internet‐ internet habits

Jobs and work‐ responsibilities and roles.

Turning points in one’s life/changes in a person´s life.

Strong feelings

Exploration and travelling.

Healthy and unhealthy habits.

Future time expressions.

Predictions.

Crime, justice and punishment

Food, cooking and eating habits

Celebrations, birthdays, festivals,rituals and traditions.

Superstitions

Eco friendly attitudes

Money and spending

Stereotypes (gender, age, nationality)

Describing films and other forms of art.

Culture.

Quantifiers‐ indefinite pronouns

TV shows and entertainment.

Writing tasks

N.B. In addition to language included in 1st, 2nd, 3rd, 4th and 5th year profiles

Students should be able to write suitable texts (at least 150 words long) in the following

genres:

A book/

TV

show/

book

review

A description of a place

A web posting expressing your views about a statement (argumentative essay)

Emails to make enquiries and arrangements

A narrative piece.

Opinion piece to a newspaper about domestic or social problems

A newspaper article.

A narrative piece.

They should also be able to appropriately use linkers used for adding information,

connecting, contrasting ideas, showing cause and effect, arguing persuasively and

showing a narrative

sequence

of

events,

among

others.

Reading skills


Students should be able to:

Predict the content and type of a text from the title and from inferred information

Identify the main idea

Find specific information

Spot synonyms

Describe the tone of the text (negative, optimistic, critical, etc.)

Understand implied

meaning

(read

between

the

lines)

Match text to image and headlines or missing paragraphs to text


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Show understanding of gist by unscrambling or producing oral summaries

Take notes based on the text

Listening skills

N.B.

In

addition

to

language

included

in

1st,

2nd,

3rd,

4th

and

5th

year

profiles Students should be able to:

Predict the content of a listening piece from the title, picture or anticipatory

statements.

Understand the gist of a listening piece

Understand specific information

Predict the sequence of facts / events

Identify synonyms

Describe the tone of the text by judging attitude (negative, optimistic, critical, etc.)

Understand implied meaning

Paraphrase words / expressions from the source text using their own words

Choose true

/ false

statements

Match speaker and information given

Choose from a number of statements which points the speaker(s) make(s)

Show understanding of gist by unscrambling or producing oral and / or written

summaries

Take notes based on the listening piece

Speaking skills


Students should be able to:

Speak about pictures, reacting to them, making comparisons and giving their opinion.

Develop a given topic.

Agree and disagree with a given argument.

Prioritize/rank

Discuss a topic in groups and come to a conclusion

Work out problems and give a possible solution.

Make hypotheses.

Establish differences

Make evaluations

Sustain a conversation on a given topic.

Use conversational gambits such as "actually", " to be honest", etc when appropriate.

Use appropriate

(formal

/ neutral

/ informal)

register.

Take long turns.

Give presentations, interpret graphs/charts

Justify opinions and / or account for choices

Sound tentative

Use vague language and fillers when they can’t remember or don’t know a word or

when they need thinking time.

ingles senior 6 modelo de evaluacion aaci

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