General Method Instructions

COLOMBO AMERICANO
METHOD
TEACHERS’ HANDBOOK
COLOMBO AMERICANO
METHOD
TEACHER’S HANDBOOK
INTRODUCTION
Welcome to Colombo Americano, a vibrant community dedicated to empowering

individuals through English language learning. This document serves as a guide for
our esteemed teachers, outlining our shared vision and unifying the methods we
employ in our classrooms. We intend to always create a pleasant ambience by
embracing a collaborative approach. We also aim to cultivate a consistent and
enriching learning experience for all our students, fostering their confidence and
propelling them towards their linguistic goals.
I. COLOMBO AMERICANO METHOD
At Colombo Americano, we take a comprehensive approach to English language

learning that is built on the foundations of immersion, interactivity, cultural
awareness, and differentiation. Our goal is to help students learn English quickly
and effectively by providing them with opportunities to practice, so they utilize the
language in a meaningful way.
Our method uses a structured approach for every lesson, ensuring a dynamic and
engaging learning experience as follows:
 Warm-Up: Each lesson begins with an introductory activity, such as a game,

puzzle, or discussion, designed to energize the students or gently guide them
towards the learning objective.
 Goal Setting & Prior Knowledge: The communication goals for the lesson
are clearly stated, followed by an exploration of the students' existing
understanding of the topic. This allows the teacher to tailor the lesson to their
specific needs and ensure optimal progress.
 Content Delivery: Engaging and detailed content, encircling relevant and

current information, it must be delivered in a way that all types of learners are
able to follow. The teacher prepares beforehand to ensure a smooth and
effective presentation.
 Collaborative Activities: Students actively participate in collaborative tasks

designed to apply the newly acquired knowledge/concepts. These activities
could be performed in pairs or groups fostering teamwork and communication
skills.
 Wrap up Activities: They are used to let students practice and reflect on the
material they have learned during the class. It also allows teachers to check for
understanding or give students a taste of the next topic.
II. FIRST CLASS
During the first class, it is vital to provide a comprehensive overview of the academic procedures
and methodology to students (even if they are not new to our method). Here's a list of essential
topics to inform students on first day of class, regardless of whether it's a new level or module.
Grading System: To ensure a smooth and transparent assessment process, students should
be informed upfront about the evaluation criteria, methodology, and class card structure from the
very beginning.
Platform : Orient students toward the online platform, including step by step access to it,
assessment methods, and the upcoming activities they will undertake.
Rules : At the outset of the first session, clearly establish the rules that apply to both Colombo and
your specific class. Here's a list of some key rules to emphasize:
Students will fail a course if their attendance is below 75%.

Quizzes are one-time assessments and cannot be retaken upon failure.
Students who miss a quiz for a valid reason may retake it once only if they pay the $20.000 pesos
fee.
Lateness? Early leaves? How late are students allowed to arrive?
Assignments or tasks that are overdue – It’s the teacher’s decision to either give students the
chance to complete them or not. In case the instructor allows them to complete the task, students
must be scored over 4,0 (not 5,0).
Plagiarism or cheating – Students must score 0 (zero) if this occurs. No negotiation is permitted.
Any violation to the Colombo Community Handbook needs to be processed as stated in the
document.
III. ASSIGNMENTS
To continuously assess students’ understanding and provide constructive feedback, a diverse range
of formative assessment activities must be assigned throughout the course. These assignments
must be carefully designed to be both challenging and achievable, ensuring they promote student
engagement and improvement.
Class Card Scores : There is only one box for “assignments”, however, each teacher
determines the number of tasks to be given during a level, then the average score is placed in the
“assignments” spot.
Grading Criteria : Assignment criteria are the standards by which you will assess students’
work. They should be clear, specific, and measurable, and they should align with the learning
objectives of the assignment. Here are our assignment criteria at Colombo:
Accuracy: The information is accurate and consistent with the instructions provided by the teacher.
Completeness: Students must include every part of the assignment that was requested.
Understanding: Students demonstrate deep understanding of the concepts and can apply them in
diverse situations.
Clarity and organization (writing): Assignments are written in a clear and concise way, organized
and easy to follow.
Effectiveness: When the task is reviewed by the teacher, students must be able to effectively
explain their work or answer questions related to it.
The assignments score must reflect the fulfillment of the criteria listed above, failure to meet any
criteria lowers the score.
HANDWRITING: When providing writing assignments, have your students present handwritten
tasks. That way we moderate the misuse of technology (including generative AI) and plagiarism in
the writing process.
WRITING TASKS RUBRIC
*Criteria must be adapted to student’s level
SCORE DESCRIPTION
The presented text clearly, coherently and effectively

Outstanding expresses an idea. It is also well organized; paragraphs are
4.5 - 5 points logically connected with smooth transitions and there are not
relevant grammar or vocabulary errors.
The text is mostly coherent, states a main idea with relative

clarity and effectiveness. It may be generally organized, but
Proficient
there are some minor problems with transitions or paragraph
4 – 4.4 points
structure. There may be a few grammar or vocabulary errors
that won’t compromise understanding.
The text provides a main idea but it’s not easy to understand
Developing due to lack of organization or is not well connected. Writing
3 – 3.9 points may be rambling in some parts and there are several grammar
or vocabulary errors.
The main idea of the text is presented in a confusing way or is

Beginning
inconsistent, the text is disorganized and is marked by
2 – 2.9 points
language difficulties that prevent understanding.
The text fails to present an idea, it’s not relevant or lacks

Unsatisfactory
coherence. The language level makes it difficult to read or
1 – 1.9 Point
understand.
Any form of plagiarism is detected, the text is completely

Inadequate
unrelated to the assigned topic or it is written in a different
0
language.
IV. ORAL QUIZZES
Oral quizzes are a way for teachers to assess students' speaking skills. This
information can be used to identify students who need more help with speaking
and to track students' progress over time. They should be short and focused on
specific skills or concepts. This will allow teachers to identify areas where students
need more assistance and to adjust their instruction accordingly.
Here are a few tips for assessing oral quizzes;
1. Focus on communicative skills.

 Test speaking and listening skills: Oral quizzes should assess how
well students can communicate in real-world situations more than on the
correct use of grammar and vocabulary.
 Use authentic materials: Incorporate real-world audio clips, video clips,
or dialogues into your quizzes to give students practice understanding
and responding to natural speech.
 Include collaborative tasks: Have students ask each other and answer
questions or engage them in role-plays to practice their conversational
skills.
2. Support students with different language levels:

 Use clear and simple language: Avoid using complex vocabulary or
grammar structures that students may not have learned yet.
 Provide visual aids: Use pictures, diagrams, or other visuals to help
students understand the questions and answer them correctly.
 Offer scaffolding: Start with easier questions and gradually increase the
difficulty as students become more confident.
V. SPEECHES
Speeches are a crucial part of the academic process and must be presented and
evaluated at the end of every level, a list of considerations regarding speeches is
shared below.
Always Tell students about the grading criteria used for speeches in advance (See
Grading Grid below)
Provide clear and specific instructions concerning the presentation, dates and
topics. Here are some guidelines:
 Minimum and maximum speaking time

KIDS (Foundations): 2 minutes
KIDS (Essentials & Transitions): 3 & 4 minutes at least respectively
ADULTS (Fundamentals 1 & 2): 2 minutes at least
ADULTS (Fundamentals 3 & 4): 3 minutes at least
ADULTS (Basic 1 - 4): 5 minutes at least
ADULTS (Skills & Advance 1 - 4): 7 minutes at least
ADULTS (Conversations 1 - 4): 10 minutes at least
 No text in the presentation

 The use of bibliography cards or any other written material is not allowed
during the speech.
NOTE: The degree of difficulty needs to coincide with the level you are teaching.
Ñ
Ç
SPEECH RUBRIC
*Criteria must be adapted to student’s level.
SCORE DESCRIPTION
The speech is presented confidently and with natural pacing. Minimal

Outstanding
hesitations or pauses. Few to no errors are noticeable but do not affect
4.5 – 5.0
meaning. Topic presentation is sufficient to the task, it is developed
Points
coherently and ideas are clearly connected.
The speech is generally clear and understandable, with some minor

hesitations and unevenness that do not affect overall clarity.
Proficient
Occasional stumbles or self-corrections may be present, but they do
4.0 - 4.4
not impede comprehension. Minor errors in grammar and vocabulary
Points
may occur, but they are infrequent and do not affect the overall
message.
Speech is rushed or monotone with frequent hesitations, pauses, or
Developing searching for words. The task is somewhat developed but it requires
3.0 - 3.9 further preparation and deeper exploration of the topic. It presents
Points frequent grammar or vocabulary errors that may hinder
comprehension. Sentence structure is often simple or repetitive.
Long pauses, frequent restarts, or difficulty finishing sentences.

Beginning
Speech is slow, labored, or tense. Poor use of language that
2.0 - 2.9
significantly impede understanding. Lacks a clear central theme or
Points
purpose. Ideas are poorly organized or sequenced.
Unprepared or disorganized delivery. Reliance on slides or notes to

Unsatisfactory
present (Reading). Inconsistent or unclear sentence structure.
1.0 - 1.9
Frequent misuse of basic grammar rules. Speaker appears
Points
unprepared, uninterested or fails to meet basic communication goals.
Inadequate
The speech is not presented or is unfinished due to poor preparation
0
or speaker’s loss of interest.
Points
VI. CLASS PLANS
A class plan is a detailed guide that contains the learning objectives, activities, and
assessment strategies for a specific lesson. It serves as a roadmap for teachers,
ensuring a structured and effective learning environment for students. A well-
planned lesson allows teachers to anticipate challenges and adapt their approach
accordingly, it also reduces uncertainty and allows teachers to focus on delivering
engaging lessons.
1. Class Plan Instructions
- By failing to prepare you are preparing to fail. Ben Franklin

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COLOMBO AMERICANO

Welcome to Colombo Americano, a vibrant community dedicated to empowering

At Colombo Americano, we take a comprehensive approach to English language

 Warm-Up: Each lesson begins with an introductory activity, such as a game,

 Content Delivery: Engaging and detailed content, encircling relevant and

 Collaborative Activities: Students actively participate in collaborative tasks

Students will fail a course if their attendance is below 75%.

The presented text clearly, coherently and effectively

The text is mostly coherent, states a main idea with relative

The main idea of the text is presented in a confusing way or is

The text fails to present an idea, it’s not relevant or lacks

Any form of plagiarism is detected, the text is completely

Here are a few tips for assessing oral quizzes;

1. Focus on communicative skills.

2. Support students with different language levels:

 Minimum and maximum speaking time

KIDS (Essentials & Transitions): 3 & 4 minutes at least respectively

ADULTS (Fundamentals 1 & 2): 2 minutes at least

ADULTS (Fundamentals 3 & 4): 3 minutes at least

ADULTS (Basic 1 - 4): 5 minutes at least

ADULTS (Skills & Advance 1 - 4): 7 minutes at least

ADULTS (Conversations 1 - 4): 10 minutes at least

 No text in the presentation

The speech is presented confidently and with natural pacing. Minimal

The speech is generally clear and understandable, with some minor

Long pauses, frequent restarts, or difficulty finishing sentences.

Unprepared or disorganized delivery. Reliance on slides or notes to

1. Class Plan Instructions

- By failing to prepare you are preparing to fail. Ben Franklin

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