This document provides guidelines for a fourth bimester evaluation for fifth grade students in the "Progress" English program. It outlines the following sections and time allotments: daily routine and warm up (10 minutes), listening comprehension (6 minutes), reading and writing (30 minutes), and wrap up (5 minutes). The listening, reading and writing sections include multiple choice, short answer, and sentence completion questions about topics like hobbies, schedules, and short passages. The evaluation is designed to assess students' English comprehension and expression skills in just under an hour.

1. DIRECCIÓN DE PLANEACIÓN Y EVALUACIÓN
COORDINACIÓN GENERAL DEL PROGRAMA DE INGLÉS “PROGRESS”
COORDINACIÓN DE INGLÉS EN PRIMARIA “START”
FIFTH GRADE
GUIDELINES
FOURTH BIMESTER EVALUATION
SCHOOL YEAR 2009 – 2010
STEPS TO FOLLOW:
DAILY ROUTINE AND WARM UP (Time: 10 min.)
1. Daily routine
 Greet students.
 Set the date.
2. Warm up
 Ask students to get ready for the evaluation by putting everything away except their pencils, eraser and sharpener.
 Give instructions for the evaluation. Say: “Write your name on the first line, the name of the school, shift (morning or
afternoon) and group on the second and third lines.” (Monitor closely).
LISTENING (1.6 points /.4 each / Time: 6 min.)
I. Listen. Write.
Have students read instructions. Ask students to leave their evaluation sheets facing down. Ask students to listen to the script.
(Read out loud). On the second reading they circle and write the correct option.
Susy: Hi Juan! What’s that?
Juan: That’s my rock collection.
Susy: It’s boring to collect rocks!
Juan: I think you’re wrong. Rocks are interesting and lots of people collect them because it is easy.
Susy: I collect coins. But sometimes it’s hard to find old coins.
Juan: My sister collects dolls.
Susy: To me it’s silly to collect dolls.
6 minutes.
3. READING AND WRITING (8.4 points / .4 each / Time: 30 min.)
II. Answer the questions. Use like or don’t like.
Have students read instructions. Read the example question. Allow students to read the answer. Make sure students understand they are
going to answer about their own likes and dislikes. Monitor closely.
6 minutes.
*Answers may vary. Accept any answer as long as students follow the pattern and it makes sense.
III. Read. Answer the questions.
Have students read instructions. Give time for students to read Clara’s day planner and the questions. Have them read it twice. Read the
example question. Have students look at the planner to give the answer. Ask students to write complete sentences.
6 minutes.
IV. Complete the sentences.
Have students read instructions. Focus on the Word Bank, and on the crossed out word, point out that words can only be used once. Read
the example with students. Allow students to complete the activity by themselves.
5 minutes.
V. Read the text and complete the sentences.
Have students read instructions and the paragraph. Read the example sentence, have students find Gill’s place in the reading. Allow them
to give the answer. Students complete the activity by themselves.
8 minutes.
VI. Complete the sentences.
Have students read instructions and the Sentence Bank. Read the example with students. Point out the crossed out sentence in the
Sentence Bank.
5 minutes.
Example: boring
Example: I I like to collect stamps.
Example: Clara is going t o celebrate Mother’s Day
E Example: oldest
Example: seventh
Example: are going to

2. 5. WRAP UP (Time: 5 min.)
Ask students to pass their evaluations to the front. Collect them.
 Sing the “Good-bye” song.
Total 8.5