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Programa oficial
Grado 7° - Unit 1: Welcome to my local community
Speaking: introduce themselves and provide details about their lives; use social formulas; spell in English fluently; give personal information about themselves and others; describe appearance and personality traits; request information about other people's age, appearance and personality
Reading: read someone's profile and describe it to others; understand basic notes, instructions and simple social media posts
Listening: detect key information such as prices, the time and dates from short, clear and simple announcements (e.g. voice messages); understand simple, everyday conversations if they are produced slowly and clearly
Writing: write their own profile and someone else's (name, age, address, school, family, favorite things, abilities) via a short descriptive text; write questions for a short interview using both prompts and examples
Suggested language components: Verb TO BE; Personal pronouns; Question words; Demonstrative pronouns; Indefinite articles; Possession: Verb TO HAVE; Possessive adjectives; Genitive; There is/are; Plural form; Quantifiers: some/any; CAN: ability, request, permission; Prepositions of place and time; Present Simple; Present Continuous
Grado 7° - Unit 2: Myself
Speaking: describe a room and name the objects in it and their location; compare pictures by pointing out their differences and similarities; identify, label and describe the parts of a house; talk about their favourite objects as well as others'; present themselves, aided by a poster, multimedia images or graphics; talk about their daily life and leisure time activities
Reading: read the description of a room; read about a person's routine
Listening: follow commands and instructions using classroom language to interact; identify specific vocabulary, phrases and chunks of information; listen to and complete a timetable with daily activities
Writing: write a paragraph about a favourite part of their house/flat; give a complete detailed description of their house; design a poster about themselves, including a descriptive text about their favourite objects and use multimedia images to illustrate them; write about their daily activities including their frequency
Suggested language components: Verb TO BE; Personal pronouns; Question words; Demonstrative pronouns; Indefinite articles; Possession: Verb TO HAVE; Possessive adjectives; Genitive; There is/are; Plural form; Quantifiers: some/any; CAN: ability, request, permission; Prepositions of place and time; Present simple; Present continuous
Grado 7° - Unit 3: My family
Speaking: Students' name family relationships; describe the members of their family, including their physical appearance and their personality traits, providing examples; talk about what they do for a living, providing information; answer questions about their family; ask questions about other people's families
Reading: read a text about a family (real or fictional); read texts about jobs using simple language
Listening: identify vocabulary related to families and relate them to the members of another family
Writing: describe a family (real or fictional); provide information about family members; make a poster or create a multimedia image about a famous family
Suggested language components: Verb TO BE; Personal pronouns; Question words; Demonstrative pronouns; Indefinite articles; Possession: Verb TO HAVE; Possessive adjectives; Genitive; There is/are; Plural form; Quantifiers: some/any; CAN: ability, request, permission; Prepositions of place and time; Present simple; Present continuous
Grado 7° - Unit 4: My surroundings
Speaking: describe their surroundings/town/city and provide details about it; identify and name a variety of buildings and places and say what's special about them (present arguments guided by the teacher); spot differences or similarities between landscapes in cities, towns and iconic areas, and talk about them using simple language; make reference to street signs and give directions using a map; talk about different means of transport locally and in the world; request information about places and buildings
Reading: read a text with information about towns/cities; read multimedia texts on this topic
Listening: find out different activities to do in a city; understand simple, everyday conversations if they are conducted slowly and clearly
Writing: write about their own town or city regarding: Buildings, Famous places, Things to do, Write about favourite places
Suggested language components: Verb TO BE; Personal pronouns; Question words; Demonstrative pronouns; Indefinite articles; Possession: Verb TO HAVE; Possessive adjectives; Genitive; There is/are; Plural form; Quantifiers: some/any; CAN: ability, request, permission; Prepositions of place and time; Present simple; Present continuous
Grado 7° - Unit 5: Animals
Speaking: describe an animal (real or imaginary) based on a photo or drawing for a peer to identify, guess or draw; tell where animals live geographically and describe their habitats; share which animals they like and don't like, as well as which ones they are afraid of and why; answer questions with single words, short phrases or complete sentences aided by visual input; ask what they need to know about animals and guess the animal based on the answers; are able to name animals and their characteristics without being misunderstood
Reading: read a text with factual information about an animal and identify its characteristics to fill in a chart, answer questions or decide if information is true/false
Listening: identify key words, draw, complete a graphic organizer, tick correct information and fill in blanks or charts
Writing: write a short text using simple connectors and both factual and opinion adjectives on the topic; present a multimedia project produced with classmates
Suggested language components: Verb TO BE; Personal pronouns; Question words; Demonstrative pronouns; Indefinite articles; Possession: Verb TO HAVE; Possessive adjectives; Genitive; There is/are; Plural form; Quantifiers: some/any; CAN: ability, request, permission; Prepositions of place and time; Present simple; Present continuous
Grado 7° - Unit 6: Food
Speaking: name the ingredients of their recipe, how it was made and the kitchenware they used to prepare it; are able to produce the sounds of the language in use without compromising comprehensibility
Reading: read menus and order food for them and their family/friends at a restaurant; understand recipes and explain to someone else
Listening: listen to a recipe from a different country and understand the steps needed to make it
Writing: describe a typical everyday meal; compare a particular holiday meal belonging to different countries; write a simple recipe (e.g. How to make a sandwich, scrambled eggs or a beverage); order a take-away; design a weekly menu; write about their likes and dislikes regarding food
Suggested language components: Verb TO BE; Personal pronouns; Question words; Demonstrative pronouns; Indefinite articles; Possession: Verb TO HAVE; Possessive adjectives; Genitive; There is/are; Plural form; Quantifiers: some/any; CAN: ability, request, permission; Prepositions of place and time; Present simple; Present continuous
Grado 8° - Unit 1: Eating habits
Speaking: role-play, create dialogues and short presentations; guide their classmates where to find certain foods in their cities; speak about the foods they like justifying their answers in simple language; ask their classmates about their eating habits; compare their food preferences with a classmate's; present a multimedia project on the topic; are able to produce the sounds of the language in use without compromising comprehensibility
Reading: read about people's eating habits, dietary constraints and eating preferences; understand texts using different metacognitive skills; incorporate new ideas to a text and know where the idea should be; comprehend the general idea of a paragraph
Listening: understand information from a dialogue related to eating out; watch videos and associate what they listen with what they see; take specific information to complete a graphic organizer
Writing: use graphic organizers as pre-writing activities; write about their favourite food scaffolded by the teacher; write about the food they have at home, food options and ingredients of various dishes; write a recipe of their favourite food, and for making any food in the kitchen; present a project using a multimedia format
Suggested language components: Simple Present; Frequency adverbs; Conjunctions: Just as... - Like - Alike; Although - In contrast - However; Like - Love - don't like - hate verb(-ing)... because...; Past simple; Giving Instructions; Comparatives and superlatives, ...as well as...; Going to; Should; Shouldn't; Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions
Grado 8° - Unit 2: Choices in life
Speaking: give and justify in simple language their opinion about their choices in life; express their feelings toward opinions and beliefs; talk about first impressions, stereotypes and judging people; talk about different cultures and subcultures; agree or disagree with the ideas they present; present posters or multimedia related to their findings; are able to produce the sounds of the language in use without compromising comprehensibility
Reading: read different quotes and find one they like; read, understand and solve problems they are presented with based on choices they might make; read about people who make choices and understand the reasons why they make them; describe pictures, tattoos and other expressions of art; understand idioms and compare them with their Spanish version
Listening: listen to a literary text to understand how to read it; detect the diverse spelling patterns represented by the sounds that rhyme; listen to conversations and understand specific vocabulary from what they hear; watch videos of people who speak different accents and understand them; realize the differences (in pronunciation, vocabulary) there are between the accents and how this might affect communication or not; use songs to express emotions and interpret ideas from them
Writing: create a T-shirt with a quote that they feel identified with; design a brochure to promote topics related to their quote; compare what people looked like before and what people look like now, explain the difference through the particular historic context; create a chart to match choices with dress-codes, eating habits, life styles, etc.
Suggested language components: Simple Present; Frequency adverbs; Conjunctions: Just as... - Like - Alike; Although - In contrast - However; Like - Love - don't like - hate verb(-ing)... because...; Past simple; Giving Instructions; Comparatives and superlatives, ...as well as...; Going to; Should; Shouldn't; Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions
Grado 8° - Unit 3: History makers
Speaking: exchange information about historic events with their classmates; predict events that they will read later; create conversations between characters belonging to the historic events dealt with; present famous scientists, artists and their work to the rest of the class; predict what would have occurred if a certain discovery had happened in a different time or place; express positive and negative feelings towards history/art/science etc.; learn false cognates; are able to produce the sounds of the language in use without compromising comprehensibility
Reading: read about famous artists and understand important information (dates, places, time markers, etc.); search for information about great people related to historic events on the Internet (webquests); discover that specific vocabulary in science is very similar to Spanish for being Latin-based; read different multimedia articles, answer questions and compare information; name the ingredients of their recipe, how it was made and the kitchenware they used to prepare it; are able to produce the sounds of the language in use without compromising comprehensibility
Listening: listen to multimedia and understand the milestones of the texts, trying to perceive emotions; watch videos related to this unit and understand the most relevant information in them; listen to their classmates' presentations and complete charts with the information they hear; work with a movie related to a history maker
Writing: write and complete a graphic organizer (such as a KWL); write posts on social media with different purposes and styles to express different views on historic events, coherent with the media chosen; justify how a song or piece of art represents a historic event ('Guernica' by Picasso, etc.); organize their ideas to write about famous people (mind maps, flow charts, Gantt charts, time lines, etc.)
Suggested language components: Simple Present; Frequency adverbs; Conjunctions: Just as... - Like - Alike; Although - In contrast - However; Like - Love - don't like - hate verb(-ing)... because...; Past simple; Giving Instructions; Comparatives and superlatives, ...as well as...; Going to; Should/Shouldn't; Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions
Grado 8° - Unit 4: Eco-awareness
Speaking: use higher-order skills in their discussions, such as judging relevance, contrasting, solving problems, etc.; describe photos and pictures related to various ecological topics; discuss the consequences of their daily behaviour in terms of the environment; find information about nature in the lyrics of a song; give advice to their classmates and friends; are able to produce the sounds of the language in use without compromising comprehensibility
Reading: read and answer surveys that can be found in everyday means of communication; conduct some research on Uruguayan NGOs; read about recycling, reusing and reducing; find information about biomes, the 7 wonders, animal protection, the importance of water; read about different natural catastrophes (water shortage, volcanoes, etc.) and give opinions about them; read and share ideas about sustainable projects
Listening: watch videos and understand specific vocabulary related to the topic; express their feelings towards the video; listen to a recording and fill out a chart; listen to and order events
Writing: answer surveys; create a poster, an advertisement or a leaflet promoting eco-friendly habits; write possible ideas to address topics related to nature; detect key words in a paragraph; compare different eco-parks and decide where to go and why; express agreement or disagreement on the previous options made
Suggested language components: Simple Present; Frequency adverbs; Conjunctions: Just as... - Like - Alike; Although - In contrast - However; Like - Love - don't like - hate verb(-ing)... because...; Past simple; Giving Instructions; Comparatives and superlatives, ...as well as...; Going to; Should/Shouldn't; Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions
Grado 8° - Unit 5: Celebrations and festivals
Speaking: talk about local and international celebrations; compare the different celebrations (with the aid of a Venn diagram); describe festivals that people of their age go to; relate pictures to other cultures (regional and international); ask and answer questions about the festivals dealt with; are able to produce the sounds of the language in use without compromising comprehensibility
Reading: read and understand about celebrations and festivals; read non-traditional texts, e.g. a map indicating where some of these festivals take place; read online texts to know more about traditional festivals in Uruguay; research historical events related to national celebrations
Listening: listen to people talking about past events in their lives; check their predictions; understand particular information in songs and create activities related to their content with the teacher's help; watch a movie that includes a celebration and understand its characteristics (with the aid of a graphic organizer); watch short musical clips as a trigger to conduct research on celebrations and festivals
Writing: use graphic organizers as pre-writing activities; plan their birthday party in stages; compare two celebrations in a Venn diagram and use it as a prewriting activity; write about the celebration they like the most and why; complete fact lines; write short texts about different events using prompts; work with a recipe and its different parts; write longer texts using topic sentences
Suggested language components: Simple Present; Frequency adverbs; Conjunctions: Just as... - Like - Alike; Although - In contrast - However; Like - Love - don't like - hate verb(-ing)... because...; Past simple; Giving Instructions; Comparatives and superlatives, ...as well as...; Going to; Should/Shouldn't; Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions
Grado 8° - Unit 6: My country
Speaking: present the origins of certain holidays and customs considering ancestry; respond to imaginary situations presented in Uruguayan contexts (role play, problem solving); give opinions about multiple topics related to Uruguay; relate multimedia and explain their contexts; talk about Uruguayan cities, rivers and economic activities, aided by organizers, visuals and multimedia; present products that Uruguay exports (wine, rice, ICT services, soy, meat, etc.) and imports (ICT hardware, processed food, oil, etc.); express agreement or disagreement about Uruguay's place in global issues
Reading: read accounts of immigrants and ancestors, and understand their struggles and heritage; find information on the web about Uruguayan products in the world; transfer information from written texts to multimedia format about Uruguayan costumes and context
Listening: listen to nowadays immigrants, and detect differences in their accents; understand the information they provide (immigrants); watch original videos that have been scaffolded by the teacher
Writing: use a graphic organizer to express their knowledge about immigration and Uruguayan everyday life following the principles of process writing; write their own ideas about immigration aided by texts used in class; complete charts with information they find on the Internet; relate multimedia with what they read in this unit; write texts about various Uruguayan economic activities; express their knowledge of history and geography; create a multimedia brochure or a poster to promote their country
Suggested language components: Simple Present; Frequency adverbs; Conjunctions: Just as... - Like - Alike; Although - In contrast - However; Like - Love - don't like - hate verb(-ing)... because...; Past simple; Giving Instructions; Comparatives and superlatives, ...as well as...; Going to; Should/Shouldn't; Expressing agreement and disagreement; Expressing partial agreement; Expressing opinions