Instructions for the examiner
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Instructions for the examiner

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Instructions for the examiner Instructions for the examiner Document Transcript

  • Prueba de Inglés 6to año INSTRUCTIONS FOR THE EXAMINEREstimado docente,Le presentamos adjunto el instructivo para tomar la prueba de inglés de 6to. año de Primaria.Le agradecemos que lea atentamente los instructivos de cada sección antes de tomar la prueba. Este instructivobusca asegurar las condiciones de aplicación más uniformes y válidas posibles en todas las escuelas del país.Recuerde que esta prueba busca evaluar el nivel de salida de Primaria para ofrecer un nivel adecuado enEnseñanza Media. Por lo tanto, es importante que los docentes no provean a los niños de más ayuda de la que seestablece en los instructivos, de modo de no alterar los resultados.Le agradecemos mucho su colaboración y compromiso en esta tarea.Cordiales saludos,Equipo de Articulación InglésPrimaria – SecundariaPrograma de Políticas LingüísticasNoviembre 2010 INSTRUCCIONES GENERALES1) Orden de la prueba: 3) Es fundamental el cumplimiento de los tiempos1ª sección: LISTENING I y II establecidos para cada sección de la prueba, tal como Hoja de examen (1 página) figuran en cada sección del instructivo. 4) Las pruebas de todo el país serán corregidas2ª sección: READING I y II centralmente en Montevideo. Una vez terminadas Librillo de examen (páginas 2 - 5) todas las secciones de la prueba, el docente debe3ª sección: WRITING I y II poner todos los materiales en un sobre y Librillo de examen (páginas 6 - 7) entregárselos al Director de la Escuela (hoja del Listening, librillo del Reading y Writing, planilla del4ª sección: SPEAKING Speaking). Este o el Profesor Articulador de Planilla página 8 de este instructivo. Secundaria enviarán el sobre a: Programa de Políticas Lingüísticas, ANEP - CODICEN2) Todas las instrucciones dirigidas a los niños deben Colonia 1013, Piso 8, Oficina 5hacerse en inglés. C.P. 11100, Montevideo Departamento de Segundas Lenguas y Lenguas Extranjeras, CEIP Inspección de Inglés, CES Programa de Políticas Lingüísticas ANEP - CODICEN Noviembre 2010 1
  • LISTENING COMPREHENSIONIn this section students will be assessed in listening comprehension. The listening materialconsists in two different dialogs and two tasks, one corresponding to each dialog. The wholesection has to be completed in 10 minutes (5 minutes for each task).Listening I (CD, Tracks 1 and 2, 5 minutes) )Tell the students that they will hear a conversation between two people, Carlos and Amanda, about whatthey did last weekend, and that they have to tick below the pictures corresponding to the activities theydid, as shown in the example. Point to the pictures and clearly explain that Carlos and Amanda did someof these activities and not others. They have to tick only those that any of them did, and leave blank theothers. . .Tell students that they will hear the conversation twice, and only twice, and they will complete the taskwhile listening to the conversation. .It is very likely that the students have not done a task like this before. So, make sure that they understandwhat they have to do. If necessary, go over the instructions again before playing the CD.Clearly tell the students that the examiner is not allowed to answer confirmation questions (e.g. “Is itcorrect to tick the hamburguer?”). If a student asks a question in Spanish, the examiner must rephrasethe question in English before answering.Example: Student: “No entendí qué tengo que hacer en este ejercicio”Examiner: “Oh, so you didn’t understand what you have to do in this exercise (Pointing to theexercise).Examiner’s explanations and answers have to be in English.Give a few seconds to students to look at the pictures before playing the CD. Tracks 1 and 2 in the CDcontain the same dialog, required for this task. Make sure that all students are able to listen wellfrom their sit. Play tracks 1 and 2, and then stop.After students have finished Listening I task, start explaining Listening II task.Listening II (CD, Tracks 3 and 4, 5 minutes)Tell the students that they will hear another conversation between the same two people, Carlos andAmanda. This time they have to decide if the statements are True or False. Read all the statementsaloud once. Then, give some time to students to read the statements on their own. Explain to thestudents that they have to write a T or an F before each statement, as shown in the example. Nostatement can be left without a letter.Tell students that they will hear the conversation twice, and only twice, and they will have to writethe T or F while listening to the conversation.It is very likely that the students have not done a task like this before. So, make sure that theyunderstand what they have to do. If necessary, go over the instructions again.Clearly tell the students that the examiner is not allowed to answer confirmation questions (e.g. “Is itcorrect to write a T here?”).After you read the statements and gave a minute to students to read them on their own, play tracks 3and 4 in the CD. Both tracks contain the same dialog, required for task 2. Make sure that all studentsare able to listen well from their sit. Play tracks 3 and 4, and then stop. 2
  • READING I: DINOSAURS Time: 20 minutes In this section students will be assessed in reading comprehension. Students have to readthe text and complete a chart using the information provided in the text. Students will have atotal of 20 minutes to complete this task. Once the 20 minutes period is completed, studentswill start all together the Reading II task. If a student finishes before the 20 minute period,he/she will wait in silence. Read aloud the title of the text (“Dinosaurs”), and explain to the students that the text isabout dinosaurs and that they will have a task consisting in completing boxes in a chart. Do notread the text out-loud, each student has to read it for himself/herself. Read aloud the title of theexercise (“Complete the empty boxes of the following chart with the correspondinginformation”) and explain how to do the exercise properly, using the examples provided. Show the students the chart, pointing to the empty boxes. Read first all the categories(Dinosaurs, Diet, Size, Weight, Physical description, and the names of the Dinosaurs provided)pointing to what is being read and showing it to the students. Then, read the example providedin the first row, pointing to the text (“Long neck, long tail, small head and very tiny brain”).Explain to the students that that is the physical description of the Apatosaurus. Make sure that students understand what they have to do, which is to complete theempty boxes. If necessary, go over the instructions again, reading one more example provided. Clearly tell the students that the examiner is not allowed to answer questions related tohow to fill a specific box or the meaning of certain words. It is also not allowed to answerconfirmation questions (e.g. “Is it correct if I write big head here?”) If a student asks a question in Spanish, the examiner must rephrase the question inEnglish before answering.Example: - Student: “No entendí qué tengo que hacer en este ejercicio” - Examiner: “Oh, so you didn’t understand what you have to do in this exercise (Pointing to the exercise). Examiner’s explanations and answers have to be in English. The examiner is encouragedto use body language any time during the explanations. 5 minutes before time is over, tell students that they have 5 minutes left . 3
  • READING II: THE SOLAR SYSTEM Time: 20 minutes In this section students will be assessed in reading comprehension. Students have to readthe text and complete a multiple choice task with 10 questions using the information providedin the text. Students will have a total of 20 minutes to complete this task. Once the 20 minutesperiod is completed, students will start all together the Writing section. If a student finishesbefore the 20 minute period, he/she will wait in silence. Read aloud the title of the text (“The Solar System”), and explain to the students that thetext is about the solar system and that they will have a task with questions. Do not read the textout-loud, each student has to read it for himself/herself. Read aloud the title of the exercise(“Circle the correct answer”) and explain how to do the exercise properly. Show the students the set of 10 questions located after the text, and make sure that theyunderstand what they need to do, as shown in the example. Explain to the students that onlyone answer is correct, do not circle more than one option. Show students that the questions areorganized in two sets with different layouts: the first 6 questions have the options displayedhorizontally; the last 4 questions have the options displayed vertically. Make sure that thestudents do not get confused. At the end of the explanation, ask for any doubts about the exercise. If necessary, go overthe instructions again. Clearly tell the students that the examiner is not allowed to answer questions related tohow to answer a specific sentence or the meaning of certain words. It is also not allowed toanswer confirmation questions (e.g. “Is option (b) correct?”) If a student asks a question in Spanish, the examiner must rephrase the question inEnglish before answering.Example: - Student: “No entendí qué tengo que hacer en este ejercicio” - Examiner: “Oh, so you didn´t understand what you have to do in this exercise (Pointing to the exercise). Examiner’s explanations and answers have to be in English. The examiner is encouragedto use body language any time during the explanations. 5 minutes before time is over, tell students that they have 5 minutes left . 4
  • WRITING I and II Time: 40 minutesIn this section students will be assessed in writing. The students will have to do two writing tasks: Writing I: “Describe yourself and your daily routine.” Writing II: “Write an email inviting a friend to the cinema.” Read the instructions aloud and explain to students clearly that they have to do bothtasks. Tell them that you will explain both tasks before they start writing.Explain that they will have 40 minutes total. Writing I: Read the title of the task and the three bullet points (“Describe yourself and yourdaily routine, Your physical description, your family, everyday activities at home and at school”.)Point to the word bank provided in the first task and tell students that they can use those wordsto write the text. Also point to the lines where they are asked to write. Do not read the wordsincluded in the word bank. Make sure the students know what they have to do, and then turn tothe explanation of the following task. Writing II: Read all the instructions including the bullet points (“Write an email inviting afriend to the cinema. Tell your friend …, Don’t forget the subject line”). Explain to the studentsthat they have to use the information provided in the picture, but do not read the information inthe Theater sign. Point to the email format and explain to students that they are asked to writethe From-line, the Subject-line and the message in the box. Make sure that students understoodthe instructions. If necessary, go over the instructions again. All instructions have to be given in English. Feel free to use body languageas much as needed to convey meaning. If a student asks a question in Spanish the facilitatormust rephrase the question in English before answering.Example: Student: “No entendí qué tengo que hacer con las palabras de la burbuja”Facilitator: “Oh, so you didn’t understand how to use these words?” (the teacher points to thewords inside the bubble) The facilitator’s answer has to be in English. The facilitator is encouraged to use bodylanguage any time during the explanations. 5
  • SPEAKING Time: 8 minutes total (2 students) The speaking test is divided in three parts. It is important to bear in mind that at this stage,students are very young and they may be rather nervous during the test. Hence, creating a goodatmosphere and a safe environment will help both the teacher and the students. Students will take the oral exam in pairs. The Oral Examination may be slightly shorter orlonger, but in order to be fair to all students, it should last no less than 8 minutes and no longerthan 10 minutes total (2 students). The Oral Examination will be run by 2 or 3 examiners, who will examine a pair of studentsat a time. If at the end of the session there is an uneven number of candidates, the very lastexamination will involve 3 students at the same time. The test will then last 2 minutes longer,total 10 minutes. The two examiners are the Facilitator (Primary School English teacher) and the Assessor(Secondary School English teacher). The Facilitator is in charge of conducting the examination.The Assessor is in charge of evaluating students’ performance and awarding marks for the areaslisted in the assessment form on page 8. The Assessor does not participate in the conduction ofthe exam. Students will be assessed in the following areas: vocabulary, pronunciation, fluency,accuracy, and overall impression; which will be marked as indicated in Chart 1. Each student willbe assigned a grade according to Chart 2. CHART 1: Marks CHART 2: Grades Vocabulary 5 marks 0 - 11 Needs improvement Pronunciation 2 marks 12 – 14 Acceptable Fluency 3 marks 15 – 16 Good Accuracy 4 marks 17 – 18 Very Good Overall Impression 6 marks 19 – 20 Excellent TOTAL 20 MARKSParts of the TestStage 1: Interview – 2 minutes total At the beginning of the test greet the students and make sure they feel at ease.Ask the students 4 of the following questions, one at a time:What’s your name?How old are you?Tell me about your family. 6
  • Do you like your school? Why/ Why not?What’s the weather like?Have you got any pets? Would you like to have one? Which kind of pet?What time is it now?How often do you visit your grandparents?What do you do every day?Do you like studying English? Why/Why not?What do you do on your weekends?Tell me about your best friend.What do you do in the summer? If the student does not answer the questions, the examiner will skip this stage and move on to the following stageStage 2: Project – 4 minutes total (2 minutes each)In this part of the test, students will talk about a project they had prepared in advance in theEnglish class (portfolio, poster, model, semantic map or other). They will come into the roomwith their project, which will help them organize their presentation. They will be asked to make ashort presentation about it. Each presentation will last 2 minutes.Students will present their projects one at a time. Encourage students to use the project as anaid during the presentation, to explain the different parts of it. Students can’t bring fullsentences or paragraphs printed, they can have key words, key phrases but they must constructthe sentences themselves. The aim is to encourage them to present the project using their ownwords.Stage 3: Pair group - 2 minutes total (1 minute each)After both students have presented the project, each of them will be encouraged to ask theother three questions about the project. The goal of this stage is to evaluate the student’s abilityto ask questions. If the student can’t come up with any question spontaneously, read all thequestions below as examples and encourage him/her again to ask these or other questions:Why did you choose this topic?What do you like about it?Where did you get the information?Who did you prepare the project with?What did you learn preparing this project? 7
  • SPEAKING Assessment formNr. Name of student V P F A OI Total123456789101112131415161718192021222324252627282930 8