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1. Standard 4:
Dannae Del Campo Méndez
Estándar: El profesor o profesora en formación propone un plan de evaluación para monitorear el
aprendizaje de los estudiantes antes, durante y al finalizar el desarrollo de la unidad, que
incorpora modalidades e instrumentos diversos y congruentes con las metas y con las actividades
de aprendizaje.
Task 1:
Diseñe un plan de evaluación que le permita recoger evidencias para monitorear el progreso de los
estudiantes y determinar el nivel de logro alcanzado en cada una de las metas de aprendizaje.
Unit: Places and Directions
General objective: Students will be able to ask and give directions of different places around
town.
Learning goal Purpose
Method, activities and instruments
Read and comprehend
and article about
“Calico” a ghost town
in California.
Diagnostic test Heteroevaluation: It is informal. Students have to
brainstorm about the places that form a city.
Formative Students have to answer a worksheet with
questions about the text. The teacher will check
the worksheet with the class to see if they
understood what they read.
Summative No summative evaluation will be conducted.
Listen and comprehend
a conversation about
asking and giving
directions (between a
citizen and a police
officer).
Diagnostic test
A video will be shown as an introduction to the
class. The video is about a police officer, he
speaks about how to be safe on roads today. An
heteroevaluation will be conducted in which
students have to complete a chart with what
cyclist must and mustn’t do on roads. Therefore,

2. the teacher will know if the students understood
the video.
Formative No formative evaluation will be conducted.
Summative A test will be conducted in which students have
to listen to a recording and answer questions
with alternatives.
Giving orders to a
citizen about following
traffic rules, written.
(Must, Musn’t)
Diagnostic test
A heteroevaluation will be conducted. Students
have to brainstorm about things they must and
mustn’t do at school
Formative Students will create 5 sentences using MUST and
MUSN’T.
Summative No summative evaluation will be conducted.
Create sentences using
compounds: some,
any, no, and every.
Diagnostic test Students have to read a mystery story about a
crime. (The text includes compounds of some,
any, no and every). Students have to answer
some questions to see if they understood the
story.
Formative No formative evaluation will be conducted.
Summative A summative test will be conducted. The test will
include, multiple choices, filling the gaps, and
listening comprehension.
Tarea 2:
Fundamente por qué el plan propuesto permite recoger evidencias tanto para monitorear el
progreso y determinar el logro del aprendizaje de los estudiantes, como para ofrecer a los
estudiantes información que les permita autorregular su proceso de aprendizaje.
In the proposal presented of the evaluation planning, the teacher looks to know the advance of
students to get the learning goals previously proposed. The main reason of this evaluation is to

3. obtain a sequence of data that favors the teaching process as well as the learning process of
students.
The evaluation system previously proposed looks for and evaluation that not only has the
objective of rate a product, but also to monitor and evaluate the teaching-learning process.
Therefore, the teacher obtains a sequence of data that has a purpose of improve the process to
obtain a better result in the learning process of the students. For this, the evaluation processes are
created according to the learning goals that the teacher wants to get.
The heteroevaluation tests which are informal will allow the teacher to be conscious to the
information level the students’ possess and their previous experiences before starting every topic.
This is important to get the learning goal proposed to every lesson. Regarding formative
evaluations, it can be said that are helpful to the teacher to monitor students’ work in the learning
process, in this way, the teacher can verify if the lesson it is being understood by the students or if
it needed to change the learning strategy. Moreover, summative evaluations will be conducted,
these are compulsory because they are required by the educational institution. This type of test is
coherent with what has been taught and the learning goals proposed. Thi s will allow to know if the
goals were reached and also to guide the teacher to improve his/her strategies.
Tarea 3:
Reflexione en torno a las características de los estudiantes que pueden impactar la efectividad del
plan de evaluación.
The feature that might have an effect on the evaluation planning is the fact that teachers have to
grade students because it is required by the educational institute. Therefore, teachers are worried
to have the grade averages on time, so the evaluation process is forgotten. However, diagnostic
test is done every class by the teacher, in an informal way. This motivates students to participate
by brainstorming and cooperating in every review done about last class lesson. To improve this,
quizzes were created through worksheets, to make sure the process will be effective. In this way,
the teacher will see students’ process and also the teacher will find out what topic must been
improved.

4. ANEXOS
Colegio María Inmaculada
Concepción
English Department
Lev el: NB
Teacher: Dannae DC
ENGLISH TEST
Name: Class: Mark:
Date: Total score: Final score:
Objectives: The students will be able to:
 Recognize and use compounds of some, any, no and every.
 Listen and comprehend an interview on a radio program.
General Instructions:
 Use only pen. Don’t use correction pen. If you write your answers with pencil, they’re not going to be
considered.
 If you have a question, ask in English.
READING
Australia
This week on Teen Scene, we talk to three teenagers from Australia about their lives and their future
plans.
Kylie Nungara, 15
My name’s Kylie and I want to be an artist one day. I’m from a small aboriginal village called Wallace
Rockhole. The Aborigines are the native people of Australia. Wallace Rockhole is in the center of Australia.
A lot of tourists come here to learn about Aboriginal history and culture. My dad has a store. He sells
paintings and postcards. Last month, Dad sold one of my paintings to a tourist from New Zealand. I was
really happy. Next weekend Mom and Dad are going to take me to meet an Aboriginal artist. Her name is
Carina and she teaches art to teenagers. She’s very creative and she’s really kind and friendly, too. If I watch
her painting, I’ll learn a lot. I’m going to ask her a lot of questions! If I practice my painting, maybe one day
I’ll be a famous artist.
Simon Tanner, 14
I live in Hervey Bay, on Fraser Island. It’s a beautiful, tropical island on the east coast of Australia. The
beaches are fantastic here and in the center of the island there is a rainforest. I love living here because I’m
really interested in animals and the environment. There are hundreds of different trees, birds and animals in
the rainforest. My mom knows the names of most of them, because she’s a wildlife photographer.

5. It’s the school vacation next week. I’m really excited because Mom’s going to take me to Lake Mackenzie.
We’re going to take photos of the birds on the lake. I think we’ll see some amazing birds and animals. One
day I want to be a photographer, too.
1. – Complete the sentences 6 pts.
a) Kylie lives in a village called ________.
b) The ________ are the native people of Australia.
c) A lot of ________ visit Kylie’s village.
d) Kylie hopes to be an ________.
e) Simon lives on an ________.
f) Simon is really interested in ________.
2. - Choose the correct answers. 7 pts.
1. Who are the Aborigines?
a)Tourists c) Native people from Australia
b) Native people from New Zealand d) Carina
2. What did Kylie’s Dad sold to a tourist?
a) A painting c) A history book
b) A postcard d) A notebook
3. What does Carina do?
a) she’s an artist. c) she’s an aborigine.
b) she’s an art teacher d) she’s a paintor.
4. What can you find in Fraser Island?
a) Fantastic beaches and a rainforest c) Aborigines
b) A lot of mountains d) A lot of artists.
5. What does Simon want to be?
a) An artist. c) A vet
b) A photographer d) A tour guide
6. Simon’s mom knows the names of...
a) birds, trees and animals c) birds
b) aborigines d) artists
7. Simon is excited because...
a) his mom is a photographer c) his mom is going to take him to the lake

6. b) his mom is interested in animals d) his mom is friendly
3. Answer the following questions. 4 pts.
a) Where is Wallace Rockhole?
_______________________________________
b) What does Kylie’s dad sell in his store?
_______________________________________
c) Who is Kylie going to meet next weekend?
_______________________________________
d) What is in the center of Fraser Island?
_______________________________________
GRAMMAR: COMPOUNDS
1. - Circle the correct answer. 20 pts.
a) I’m bored! There is everywhere/ somewhere/ nowhere to go in winter in this city.
b) I haven't heard something/ everything/anything of Sue for ages.
c) They took him nowhere/ everywhere/ somewhere in London, and he never returned.
d) There is nothing/everything/ anyone in my bag. It is empty.
e) Make sure to tell somebody/ anyone/ everyone about my birthday party.
f) I didn't feel good at the concert, because there was nothing/ no one/ nowhere I knew.
g) No one/ Anyone/ Nothing is saying that Nadal will win the match.
h) The third question on the test was so difficult that anyone/ everyone/ no one could answer it.
i) There was nowhere/ anywhere/ nothing to sit at the restaurant.
j) Everything/ Everybody/ Somebody had a good time.
k) Everything/Nothing/ Everywhere scares him. He's very brave.
l) The room is empty. Where is anybody/ everybody/ somebody?
m) The film was interesting, but everything/ nobody/ anyone liked it.
n) The film was in German so I couldn't understand anything/ everything/ something they said.
o) I thought I had heard voices, but somewhere/ anything/ nobody was there.
p) No one/ Something/ Everyone offered help. They probably didn't have time.
q) When the show finished there was complete silence. Everybody/ Nobody/ Somebody clapped.
r) No one/ Someone/ Everyone could have jumped over this wall, and stole your ring. It's very low.
s) Of all the people I met in my life, No one/ someone/ everyone is more important to me than you.
t) Somebody/ Nobody/ Everybody left a window open, and rain came in during the storm.
u) Mary isn’t going to buy anything/ something/nothing for her mom. That's sad!
v) Someone/ No one/ Everyone is ringing the bell. Go and see who it is.
w) Would you like someone / anything/ everything to start with before the main menu?

7. 2. – Complete the sentences with –body, -thing or -where. 8 pts.
a) Is there any_____ I could do for you?
b) Every_______ should know that I is important to exercise.
c) The film was interesting, but no_______ liked it.
d) I'm sad because no_______ remembered my birthday.
e) Is there any_______ else on TV tonight?
f) Rachel was so popular that every_______ wanted to sit next to her.
g) I met some__________ you know last night.
h) At that restaurant, you can't buy any________ for less than $20.
3. –Complete the sentences with some, any, no and every. 7 pts.
a) The bank is closed on Sundays. ____body works on weekends.
b) She needs ____body to love. She's very lonely.
c) _____one is friendly in Concepcion.
d) Make sure to tell _____one about my birthday party.
e) Where are my things? I have _____thing on my desk! Is _____body taking my things?
f) It was a very clear day. We could see _______thing.
g) The third question on the test was so difficult that ______ one could answer it.
4. – Complete the dialogues with the corresponding compounds. 10 pts.
Sarah: Look, ______________ must have taken that photo. I mean _____________ has a logical
explanation.
Chris: Maybe _____________ went wrong with the camera.
Sarah: It was in my bag when we went to bed!
Jim: Maybe ________________ came into the tent during the night and took the photo. Was
_______________ missing from your bag? Money?
Chris: No, ___________ is still here.
Sarah: I knew _______________ strange was happening. I’m sure I heard ______________
walking around. Don’t you remember Sarah?
Sarah: Yes, I do remember. But I couldn’t see _____________ in the field.
Chris: But even if someone was in the field, that doesn’t really, explain anything. How did they
open the tent without waking us up?
Jim: And how did they find the camera? Maybe they were looking for ____________ to steal.
5. – Write sentences in affirmative (+), negative (-), or interrogative (?) forms. 5 pts.
a) There is nothing to watch on TV. (?)

8. __________________________________________________
b) Is there anything to eat in the refrigerator? (+)
__________________________________________________
c) I know someone who is studying medicine. ( -)
__________________________________________________
d) I didn’t go anywhere interesting last summer. (?)
___________________________________________________
e) Everybody knows how to swim. (-)
___________________________________________________
6. –Write 6 sentences using the phrases in A, B, and C. 6 pts.
A B C
I heard everything in Australia.
My father told me that anyone enjoy the party?
My teacher knows someone is impossible.
Did somewhere about science.
Does Peter know nothing talking outside.
Damon lives everyone in his new high school?
a) __________________________________________________
b) __________________________________________________
c) __________________________________________________
d) __________________________________________________
e) __________________________________________________
_______