Proposal of-evaluation selene (2)

M a r í a d e l A n g e l G a l l e g o s A c e v e d o / N o r m a G a r c í a G u e r r e r o /
S e l e n e J u á r e z R a m í r e z
PROPOSAL OF
EVALUATION

INTRODUCTION
• BOOK: Traveller Intermediante B1
• LEVEL: Target language III
• UNITS: 4, 5 & 6
• KINDS OF EVALUATION: Alternative & traditional
assessment
•

CONTENTS FROM THE BOOK
MODULE TOPICS GRAMMAR VOCABULARY READING LISTENING SPEAKING WRITING
4. Planet
Earth
• Geography
• Envorinme
ntal
problems
• Conservati
on projects
• Eco-turism
• Endangere
d species
• Sources of
energy
• Future
tenses
• Time
clauses
• Conditional
tenses
(Types 1 &
2)
• Articles –
nouns -
determiner
s
• Lexical set
(geographica
l features)
• Words easily
confused
• Lexical sets
(animals,
units of
measuremen
t)
• Four
advertiseme
nts about
volunteering
for the
environment
• A magazine
erticle about
endagered
species
• People
talking in
different
sistuations
• People
talking in
different
aspects of
life in the
future
• Speculating
and making
a decision
• Comparing
photographs
(environment
al problems
& sources of
energy)
• An e-mail
based on
prompts
• An article
5. That’s
strange
•Mystery
•Strange events
•Places,
buildings,
landmarks
•Crimes and
criminals
•Past perfect
simple- Past
perfect
progressive
•Reported
speech
(statements,
questions,
commands and
requests)
•Phrasal verbs
with up
•Expressions
with the word
time.
•An extract from
the book THE
PHANTOM OF
THE OPERA
•A newspaper
article about an
unusual burglar
•A tour guide
giving
information
•A radio play
•A radio
programme
about the
Bermuda
triangle
•Speculating
and making a
decision (
choosing which
landmark to
visit)
•Talking about a
strange event
by expanding on
input given
•A description of
a place
•A story

CONTENTS FROM THE BOOK
6. On
the
move
•Travelling
•Means of
transport
•Travel
arangements
•Space travel
•Holiday
destinations
•Passive Voice I
•Clauses of
reason,
concession,
purpose
•Passive Voice
II
• Words easily
confused
•Compound
nouns
•Nouns
describing
occupations
•Prepositional
phrases with at
and in
•Adjective
suffixes
•An
advertisement
for a gruided
bicycle tour
•A magazine
article about
‘beaming’ the
transport of the
future
•People talking
in different
situations
•Six short
conversations
•People talking
in different
situations
•Comparing
means of
transport and
discussing
advantages and
disadvantages
•Comparing
photographs-
Discussing
holiday
destinations and
holiday types
A paragraph
expressing
opinion
An essay
expressing
opinion

CONTENTS TO EVALUATE
4. Planet
Earth
• Geography
• Envorinme
ntal
problems
• Conservati
on projects
• Eco-turism
• Endangere
d species
• Sources of
energy
• Future
tenses
• Time
clauses
• Conditional
tenses
(Types 1 &
2)
• Articles –
nouns -
determiner
s
• Lexical set
(geographica
l features)
• Words easily
confused
• Lexical sets
(animals,
units of
measuremen
t)
• Four
advertiseme
nts about
volunteering
for the
environment
• A magazine
erticle about
endagered
species
• People
talking in
different
sistuations
• People
talking in
different
aspects of
life in the
future
• Speculating
and making
a decision
• Comparing
photographs
(environment
al problems
& sources of
energy)
• An e-mail
based on
prompts
• An article
5. That’s
strange
•Traditional test
•Role play
(news- top
show- celebrity
buzz)
•Past perfect
simple
•Past perfect
continuous
•Reported
speech
•Phrasal verbs
with up
•Feedback of
the Role plays
presented in
class.
•Role play
(news- top show
or celebrity
buzz)
•Answer a test

CONTENTS TO EVALUATE
6. On
the
move
•Travelling
•Means of
transport
•Travel
arangements
•Space travel
•Holiday
destinations
•Passive Voice I
•Clauses of
reason,
concession,
purpose
•Passive Voice
II
• Words easily
confused
•Compound
nouns
•Nouns
describing
occupations
•Prepositional
phrases with at
and in
•Adjective
suffixes
•An
advertisement
for a gruided
bicycle tour
•A magazine
article about
‘beaming’ the
transport of the
future
•People talking
in different
situations
•Six short
conversations
•People talking
in different
situations
•Comparing
means of
transport and
discussing
advantages and
disadvantages
•Comparing
photographs-
Discussing
holiday
destinations and
holiday types
A paragraph
expressing
opinion
An essay
expressing
opinion

DESIGN AN ADVERTISEMENT (POSTER)
PETROL VS ELECTRIC CARS
OBJECTIVE: The students will design an advertisement to promote an electic
car and persuade people to buy it.
STEPS TO FOLLOW:
1. The students will work in groups of three and they will have to design an
advertisement to promote an electric car which does not damage the
environment.
2. They have to take into a count: the car must appeal to mothers who want
their family to be safe, men like to show off their car and drive fast, people
like to drive their car over a long distance, people like to have space inside
the car to carry many things, it is not expensive, some people like to take
their car off road, and it does not pollute. The students will have to take into
a count the rubric, too.
3. They have to present it in front of the class, their partners will give them

RUBRIC – PETROL VS ELECTRIC CARS
CATEGORY 4 3 2 1
Title
Title can be read from 6 ft.
away and is quite creative.
away and describes content
well.
away and describes the
content well.
The title is too small and/or
does not describe the
content of the poster well.
Grammar
There are no grammatical
mistakes on the poster.
There is 1 grammatical
mistake on the poster.
There are 2 grammatical
mistakes on the poster.
There are more than 2
grammatical mistakes on
the poster.
Attractiveness
The poster is exceptionally
attractive in terms of design,
layout, and neatness.
The poster is attractive in
terms of design, layout and
neatness.
The poster is acceptably
attractive though it may be a
bit messy.
The poster is distractingly
messy or very poorly
designed. It is not attractive.
Content / accuracy
At least 7 accurate facts are
displayed on the poster.
5-6 accurate facts are
3-4 accurate facts are
Less than 3 accurate facts
are displayed on the poster.
Knowledge gained
Student can accurately
answer all questions related
to facts in the poster and
processes used to create
the poster
answer most questions
related to facts in the poster
and processes used to
create the poster.
answer about 75% of
questions related to facts in
the poster and processes
used to create the poster
Student appears to have
insufficient knowledge about
the facts or processes used
in the poster.
Required elements
The poster includes all
required elements as well as
additional information.
All required elements are
included on the poster.
All but 1 of the required
elements are included on
the poster.
Several required elements
were missing.
Graphics
originality
Several of the graphics used
on the poster reflect a
exceptional degree of
student creativity in their
creation and/or display.
One or two of the graphics
used on the poster reflect
student creativity in their
creation and/or display.
The graphics are made by
the student, but are based
on the designs or ideas of
others.
No graphics made by the
student are included.

OUR PLANET IN DANGER (NEWSPAPER)

RUBRIC – OUR PLANET IN DANGER
CATEGORY 4 3 2 1
Layout – headlines
& captions
All articles have headlines
that capture the reader's
attention and accurately
describe the content. All
articles have a byline. All
graphics have captions that
adequately describe the
people and action in the
graphic.
All articles have headlines
that accurately describe the
content. All articles have a
byline. All graphics have
captions.
Most articles have headlines
that accurately describe the
content. All articles have a
byline. Most graphics have
captions.
Articles are missing bylines
OR many articles do not
have adequate headlines
OR many graphics do not
have captions.
Knowledge gained
All students in the group can
accurately answer all
questions related to a)
stories in the newspaper
and b) technical processes
used to create the
newspaper.
All students in the group can
accurately answer most
used to create the
newspaper.
Most students in the group
can accurately answer most
used to create the
newspaper.
Several students in the
group appear to have little
knowledge about the facts
and the technical processes
used for the newspaper.
Articles – purpose
90-100% of the articles
establish a clear purpose in
the lead paragraph and
demonstrate a clear
understanding of the topic.
demonstrate a clear
demonstrate a clear
Less than 75% of the
articles establish a clear
purpose in the lead
paragraph and demonstrate
a clear understanding of the
topic.
Articles –
supporting details
The details in the articles
are clear, effective, and vivid
80-100% of the time
are clear and pertinent 90-
100% of the time.
are clear and pertinent 75-
89% of the time.
The details in more than
25% of the articles are
neither clear nor pertinent.

UNIT 5
This unit will evaluate by:
• DIRECT TESTING (Criteria- reference testing)
The students will design a Role play to present in the
class.
• INDIRECT TESTING (Norm- refence testing)
• The students will have 40 minutes to answer a traditional
test.

ROLE PLAY
• The students will work in groups of 3 or
4.
• They will choose one of these topics:
News, Top show or a Celebrity buzz.
• They will design the role play and they
have to take into account the next
elements to evaluate:
1. Time: 5 minutes.
2. Using Reported Speech and Phrasal
verbs with up
3. Fluency, speak clearly and loudly.
4. Coherence and knowlegde of the
topic
5. Materials (costums, music,
photos,etc.)
OBJECTIVE: The
student will improve
speaking skill using
Reported Speech and
Phrasal Verbs.

• The role play is Criteria reference testing because
evaluate the students can do. Also, the role play is a
Direct Testing evaluating the use and production of the
language.
• The tradicional test is Norm reference testing Use
the four skills but and Writing skill.

UNIT 6 ON THE MOVE
• JUSTIFICATION:
• Traditional Assessment: Traditional assessment: Passive
Voice 1 & 2 Techniques: Gap-filling, transformation and
reformulation, reading comprehension

TOPIC: ADVANTAGES AND DISADVANTAGES ABOUT
THE TRANSPORT OF THE FUTURE.
• Objective: The students will write an essay expressing opinion, using
clauses of reason, concession and purpose.
• Instructions:
1.-The student will write an essay about advantages and
disadvantages about the transport of the future.
2.- The topic will be develop as follows: Introduction, The body and
Conclusion.
3.- The student has to take into account: New technology, transit and
pollution.
4.- They have to spend about 40 minutes on this task and they should
write at least 250 words, and they will be assessed with a rubric.

RUBRIC ESSAY: ADVANTAGES AND DISADVANTAGES
ABOUT THE TRANSPORT OF THE FUTURE.
CATEGORY 4 3 2 1
Focus & Details There is one clear,
wellfocused topic. Main
ideas are clear and are well
supported by detailed and
accurate information.
There is one clear,
wellfocused topic. Main
ideas are clear but are not
well supported by detailed
information.
There is one topic. Main
ideas are somewhat clear.
The topic and main ideas
are not clear.
Organization The introduction is inviting,
states the main topic, and
provides an overview of the
paper. Information is
relevant and presented in a
logical order. The
conclusion is strong.
The introduction states the
main topic and provides an
overview of the paper. A
conclusion is included.
The introduction states the
main topic. A conclusion is
included.
There is no clear
introduction, structure, or
conclusion.
Purpose of writing The author’s purpose of
writing is very clear, and
there is strong evidence of
attention to audience. The
author’s extensive
knowledge and/or
experience with the topic
is/are evident.
The author’s purpose of
writing is somewhat clear,
and there is some evidence
of attention to audience.
The author’s knowledge
and/or experience with the
topic is/are evident.
writing is somewhat clear,
and there is evidence of
attention to audience. The
author’s knowledge and/or
experience with the topic
is/are limited.
writing is unclear.
Supporting details The author uses vivid words
and phrases. The choice
and placement of words
The author uses vivid words
and phrases. The choice
and placement of words is
The author uses words that
communicate clearly, but
the writing lacks variety.
The writer uses a limited
vocabulary. Jargon or
clichés may be present and

ALTERNATIVE ASSESSMENT
TOPIC: TRAVELLING TO HISTORICAL PLACES
• Objective: The students will explain trough an oral presentation, the
importance of travelling to historical places, using clauses of reason,
concession and purpose.
• Instructions:
1.-The students will work in pairs and they’re going to talk about the
importance of travelling to historical places.
2.- They have to take into account: Discover new cultures, traditions
and beliefs, examples of historical facts of some places.
3.- They have to present their topic in front of the class and they’ll
spend around 10 minutes talking about this and they will be
assessed with a rubric.

RUBRIC ORAL PRESENTATION: TRAVELLING TO
HISTORICAL PLACES
CATEGORY 4 3 2 1
NONVERBAL SKILLS
EYE CONTACT Holds attention of entire
audience with the use of
direct eye contact, seldom
looking at notes.
Consistent use of direct eye
contact with audience, but
still returns to notes.
Displayed minimal eye
contact with audience, while
reading mostly from the
notes.
No eye contact with
audience, as entire report is
read from notes.
BODY LANGUAGE Movements seem fluid and
help the audience visualize.
Made movements or
gestures that enhances
articulation.
Very little movement or
descriptive gestures.
No movement or
descriptive gestures.

TRADITIONAL ASSESSMENT
TOPIC: PASSIVE VOICE I & II, CLAUSES, ADJECTIVES
SUFFIXES

ASSESSMENT: GRAMMAR AND VOCABULARY
II. Look at the following sentences and write questions using the passive
form. As in the example. ______ / 7
8.- The prisoner was shot at 7 o'clock this morning. (ask when)
_________________________________________________________
9.- Tickets for the concert are sold at all large music stores. (ask where)
_________________________________________________________
10.- The new theatre will be built in five years' time (ask when)
_________________________________________________________
11.- Forty-seven people have been injured. (ask how many)
_________________________________________________________
12.- The plant has been moved because it wasn't getting enough light.
(ask why)
_________________________________________________________
13.- Portuguese is spoken in Brazil. (ask where)
_________________________________________________________
14.- Napoleon was known as Boney. (ask what)
_________________________________________________________
2
EXAMPLE:
George was taken to hospital because he had a heart attack. (ask why)
Why was George taken to hospital?

III. Choose the correct clause. Look at the example. _______ / 6
15.- She works hard _________ she can earn a living.
a) since b) although c) so that d) in order to
16.- _________ he was starving, he didn't take any of the food they offered him.
a) so as to b) although c) so that d) in order to
17.- He kept reading __________ finish his assignment.
a) so b) although c) in spite of d) in order to
18.- The burglar wore gloves _________leave any fingerprints.
a) so as not to b) even though c) in spite of d) so that
19.- __________feeling afraid, James went on the roller coaster.
a) as b) because c) in spite of d) in order to
20.- We will call him _________ he will be informed about this as well.
a) so as not to b) even though c) so that d) since
3
EXAMPLE:
I keep the window open so as to let fresh air in.
a) although b) so as to c) despite d) even if
IV. Fill in the correct word derived from the word in parentheses.
Look at the example. _______ / 5
21.- They held a long (philosophy)______________ discussion about the subject.
22.- I haven't had a very (product) ____________________day.
23.- We visited a (history) ______________________ house last weekend.
24.- She cries a lot because she's really very (sense) _______________________.
25.- The school organises (education )___________________ visits.
4
EXAMPLE:
He is a very (ambition) ambitious man.

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