Section 3. Scope/Sequence and Evaluation. Antonio Mora G.

Part II.
Scope and Sequence
Framework

Section 3. Scope/Sequence and Evaluation. Antonio Mora G.

Rationale
In order to have this content organized in this form for this course, it had to be
considered the fact that this was the redesign of a course and not the complete
program. Hence, the topics were chosen so that it remained in the course, but it was
adapted for the content to be actually less overwhelming and general. For example,
parts of the content that were related to language skills other than speaking, like
reading and writing were not included. Even though there are some activities that
start with a reading might lead to speaking tasks, I believe that there may be more
strategies that would serve this same purpose of leading the students to use their
speaking skill.
As a matter of fact, as part of the scope and sequence, which was organized
as a mind map, the core of the course would state that it is Theme Focused since it
takes into account the themes developed in the units of that specific course. The four
units would set how the course would be in terms of what the student will be able to
do. Also, a circle that surrounds the sequence of themes of the course would state
how the methodology should be when it comes to teaching the content. This
methodology actually arose from the beliefs stated in the first section which point out
the importance of the use of technology when teaching a second language.
Furthermore, it is part of my beliefs to include games in order to use the content that
is being taught in a way that students do not have the stress of getting everything
right since they are having fun and releasing stress while playing.
Moreover, the sequence in which the content was organized to be presented
to the students is similar to the one already in the program since the content still

Section 3. Scope/Sequence and Evaluation. Antonio Mora G.

follows the same order that the textbook used in the course. Unfortunately, it would
not be really flexible since as stated before it would be following the textbook,
Touchstone 2 second edition. Nonetheless, this is not necessarily a negative aspect
about the sequence because I think there is some sort of scaffolding as to how it is
organized in a way that more complex subject matter is presented to the students
after the simple one. Also, by saying that the textbook is used to give the order of
the topics that will be studied, it is not implied that the book will be covered activity
by activity. In fact, in order to stay true to the nature of the courses, which is
conversational, and focus on the speaking skill, there will be several activities that
will have to be left out of the course.
Evaluation
Proposal
Participation
Quizzes
Oral Tasks
Continuous Evaluation
Final Exam
Total

10%
25%
25%
10%
30%
100%

Description
Participation:
The participation consists of having spontaneous participation throughout the
development of the class. So the students are expected to be involved in the
activities, volunteer during tasks, enrich contents by giving their opinions and
comment about the contents, so they are supposed to have initiative and listen
actively. Another important aspect to be considered as part of the participation which
is the use of target language. Hence, they would use English for communicative

Section 3. Scope/Sequence and Evaluation. Antonio Mora G.

purposes in order to plan activities, ask questions, give comments, and explaining
vocabulary.
Quizzes:
This part of the evaluation consists of 4 quizzes that cover the four units (unit
5, unit 6, unit 7, and unit 8) studied in the course. The quizzes will in include parts of
listening comprehension, vocabulary, grammar, and reading. Each of these four
quizzes is worth 6.25 percent of the course evaluation, for a total of 25 percent.
Oral Tasks:
The oral tasks consist of three different activities that assess both content and
the macro skill, Speaking, as well other micro skills like Grammar and Pronunciation,
Fluency, and others. The first oral task is a conversation between two or three
students of 10 percent about the past memories of their childhood and school years.
The second oral task is a Voki about recommendations given when planning trips of
10 percent. Finally, the third oral task is a pronunciation task than will assess the
students pronunciation of the four phonemes that are studied in the course. The
three oral tasks add up to 25 percent of the final grade.
Continuous Evaluation:
The continuous evaluation refers to different activities that are carried out
throughout the course. First, there are four Workbook Checkpoints, 1 percent each,
which are not only part of the evaluation but also serve as practice for the quizzes.
Then, there is a Sounds Right activity of 2 percent which is also about pronunciation
but focusing on stress and intonation. Then, the Video Activity is an assessment in
which students watch a video in order to promote their listening skill and carry out a
task. Finally, the Website report is an activity similar to the workbook checkpoint, but

Section 3. Scope/Sequence and Evaluation. Antonio Mora G.

it is carried out using the website of the textbook that is being used in the course,
which includes several exercises a little bit more dynamic about the topics studied in
the units of the course. The percentages of the tasks included in the Continuous
Evaluation add up to 10 percent.
Final Exam:
The final exam is divided into two parts in order to focus on mainly two macro
skills, Listening and Speaking. The first part, is the Listening Exam which is 10
percent and includes audios related to the themes covered in the four units of the
course. On the other hand, the second part, the Oral Exam is a presentation or Wax
Museum worth 20 percent in which the students choose a person that was relevant
to humanity in any area or field and has passed away, then they present some facts
about his or her life making sure they correctly use the past tense at all times. Both
parts, oral and listening exam, are worth a total of 30 percent of the final grade
Rationale
The previous evaluation did not really represented how I feel the course
should be carried out and assessed. For instance, the oral tasks that are suggested
are really traditional like the use of presentations. Even though I do not think
presentations are completely negative, I do think that overuse them make the
students feel frustrated since this is done course after course and hence it becomes
repetitive as a form of assessment in the program.
On the other hand, I suggest the use of technological resources like a Web
2.0 tool in order to not only change the traditional presentations but also to promote
the use out of the classroom. The information that is collected from the kind of
evaluation carried out in the course will serve as diagnosis as to how well the use of

Section 3. Scope/Sequence and Evaluation. Antonio Mora G.

web 2.0 tools is to promote the use of the speaking skill out of classes. This is how
I think one of my beliefs, practice as a need in order to improve, could be implanted
in the course.
Finally, as one of my belief states, games can help the learning process, I
think that the participation part of the evaluation distribution infers that the game
playing process is needed in order to earn that part of the evaluation. It is difficult to
ensure that the games included in the course will be liked by all the students, but it
is necessary to find inclusive games that would allow all students to play regardless
of their background and abilities. Therefore, collaborative or cooperative games
should be