This document provides an evaluation plan for an English language lesson on jobs and professions. It includes learning goals, activities, and assessment methods for diagnostic, formative, and summative evaluations. Diagnostic activities assess prior knowledge through games. Formative activities like pair work and self-reflection help students practice and improve. Summative evaluations like letters and posters evaluate learning and provide grades. The plan aims to help students learn vocabulary and give advice related to different jobs and professions.

1.
Standard 4: Evaluation plan.
Camila Cuevas Araneda
Professional Practicum

2. Task
1:
EVALUATION
PLAN
Learning
goals:
Purpose
Modalities
Activities
and
instruments
At
the
end
of
the
lesson
SWBAT
identify
and
differentiate
vocabulary
related
to
jobs
and
the
use
of
the
modal
should
to
give
advice,
written.
Diagnostic
Hetero-­‐evaluative
Guessing
vocabulary
activity
with
images
of
jobs
to
elicit
Ss’
knowledge
and
to
also
know
the
amount
of
vocabulary
students
have
in
relation
to
jobs.
The
activity
involves
participation
of
the
whole
class.
Formative
Co-­‐evaluative
Self-­‐evaluative
Pair
activity
in
which
Ss
complete
the
exercises
written
on
the
board
by
putting
the
sentences
in
the
correct
order.
Once
the
exercises
are
done,
Ss
exchange
their
work
with
another
couple
and
co-­‐
evaluate
their
classmates’
work.
After
that,
they
are
given
their
own
work
and
discuss
their
mistakes
with
their
partner,
co-­‐
and
auto-­‐
evaluating
Unit:
Professions
Subunit:
Expressing
suggestions
and
recommendations.
General
unit
objective:
Read
authentic
texts
about
jobs;
offer
suggestions
and
recommendations
related
to
jobs.

3. themselves.
Ss
are
given
a
few
minutes
to
reflect
on
their
own
learning
process
in
order
to
make
them
more
aware
of
their
abilities
and
disabilities
and
make
them
an
active
actor
of
their
learning
process.
Summative
Hetero-­‐evaluative
Pair
activity
in
which
Ss
choose
3
out
of
5
teenagers
with
problems
and
give
them
3
pieces
of
advice
each.
Ss’
work
is
collected,
assessed
and
graded
by
the
teacher.
Although
this
mark
is
going
to
be
added
to
another
mark,
it
gives
the
Ss
the
motivation
they
lack.
At
the
end
of
the
lesson
SWBAT
give
advice
for
everyday
situations
using
should,
ought
to,
and
had
better,
written.
Diagnostic
Self-­‐evaluative
Hetero-­‐evaluative
Ss
check
someone
else’s
homework
with
the
whole
class
and
afterwards,
each
student
reflects
on
their
own
homework’s
results.
In
this
reflection
time
students
need
to
take
into
consideration
aspects
they
do
not
usually
take
into
account
since
most
of
the
time
they
work
in
class
instead
of
having
some
homework
to

4. do.
After
that,
Ss
brainstorm
ideas
of
what
they
learnt
in
the
previous
lesson,
to
both
make
them
reflect
and
be
part
of
their
own
learning
process.
Formative
Hetero-­‐evaluative
Co-­‐evaluative
Pair
activity
in
which
Ss
complete
sentences
with
the
correct
alternative,
after
that,
complete
short
dialogues
with
the
corresponding
modal
verb
to
give
advice.
In
the
third
part
of
the
worksheet,
Ss
match
the
problem
with
the
corresponding
advice,
and
finally
in
part
4,
Ss
read
different
situations
and
give
3
pieces
of
advice
for
each
person.
This
activity
allows
students
to
do
many
different
activities
to
achieve
the
same
goal.
Ss
check
someone
else’s
work
and
afterwards
reflect
on
their
work
as
a
pair.
Summative
Hetero-­‐evaluation
Pair
activity
in
which
Ss
write
a
short
letter

5. including
at
least
6
pieces
of
advice.
Their
work
is
assessed
and
graded
by
the
teacher,
as
to
continue
with
summative
evaluations.
At
the
end
of
the
lesson
SWBAT
consolidate
vocabulary
about
professions
through
matching
and
charade
activities.
Diagnostic
Hetero-­‐evaluation
Self-­‐evaluation
Play
a
game
called
‘bankrupt’
using
flashcards
with
names
of
different
jobs
in
order
to
recall
previous
knowledge.
Formative
Self-­‐evaluation
Co-­‐evaluation
Scanning
for
new
words
in
a
text
about
job
descriptions,
identifying
words
already
learnt
in
the
previous
lessons.
Individual
work
in
which
Ss
match
short
and
simple
job
descriptions
with
the
corresponding
name
of
the
job.
Ss
check
their
classmate’s
work
and
reflect
on
their
own
work
once
they
receive
their
work.
Summative
No
summative
evaluations
are
used.
At
the
end
of
the
lesson
SWBAT
produce
a
poster
with
pieces
of
advice
related
to
jobs
to
their
classmates.
Diagnostic
Self-­‐evaluation
Hetero-­‐evaluation
Matching
game
with
both
images
and
names
of
jobs
in
order
to
recall
previous
knowledge.

6. Formative
Auto-­‐evaluation
Naming
the
modal
verbs
to
give
advice
and
their
corresponding
use
giving
examples
to
each
modal
verb.
Summative
Co-­‐evaluative
Hetero-­‐evaluative
Creation
of
a
poster
in
which
groups
of
4
to
5
people
give
advice
to
their
classmates
in
relation
to
a
job
they
like.
The
poster
allows
the
evaluation
of
the
learning
processes
of
students
in
both
individual
and
group
work.
The
pieces
of
advice
need
to
include
personal
qualities
that
make
someone
ideal
for
that
particular
job.
Their
work
is
assessed
and
graded
by
the
teacher
according
to
a
rubric.
Task
2: