The document outlines an oral assessment task for two students to evaluate their English communicative competence. It includes details on the test specifications, two-part speaking task, rubrics, piloting of the task with students, and proposed improvements. The task requires students to first individually compare and contrast two job photos, then together discuss four photos and come to an agreement on the most dangerous job. Issues with vocabulary and fluency emerged during piloting, but students' performance was considered good given their experience and education. Improvements include showing all photos at once and acknowledging format limitations of public schools.
Lesson plan for teaching of symbolism (wuthering Heights) Mugilan Manokaran
1. The lesson plan aims to teach students about symbolism in the novel Wuthering Heights.
2. Students will work individually and in pairs to identify symbols from the novel and explain their meanings.
3. Activities include analyzing pictures, completing worksheets on symbolism, and presenting their interpretations of symbols in a shield design. The lesson aims to improve students' understanding of symbolism and develop their speaking skills.
This document provides a course syllabus for an English grammar course. The course is titled "Grammar (2)" and is intended for students who have completed the prerequisite Grammar (1) course. It will cover advanced grammar topics like tenses, nouns, modal auxiliaries, phrases, sentences, and clauses. The course will be taught over 12 weeks with assignments, quizzes, tests, and a final exam to evaluate students. The goal is for students to further improve their grammar skills.
Ignatian pedagogical paradigm lesson plan on special products and factoringPBSP
This material (IPP Lesson Plans) is basically a collection of materials from different sources, organized in a manner that would best suit the context of my learners. I thank the many sources for making it easier for me to come up with a material like this.
This document outlines the specifications for a speaking test to be administered to first year English pedagogy students. The test contains 3 tasks: 1) describing two pictures of food using adjectives, 2) comparing the pictures' similarities and differences using conjunctions, and 3) discussing food preferences and reaching an agreement. It provides the test purpose, examinee description, constructs being tested, task details, scoring rubrics, and a sample student response. The test aims to evaluate students' ability to describe, compare, discuss, and agree on food topics in English through a series of communicative speaking tasks.
This lesson plan is for a 7th grade mathematics class. The lesson will cover determining the relationship between two lines, including whether they are parallel, intersecting, or skew. The lesson will last 25 minutes and use direct instruction, exposition, discussion, and question/answer methods. Students will learn to identify parallel, intersecting and skew lines, both through diagrams and by drawing examples. Their understanding will be assessed through individual tests, worksheets, and observation of participation.
The lesson plan outlines a 6-class unit on using future tenses in English for 7th grade students. Each class includes warm-up, main activities, and closure. Main activities focus on reading comprehension, filling in blanks, question formation, and dialog creation using future tenses. Formative assessments include tense recognition, answering questions, and explaining answers. The plan incorporates various technologies and aims to develop linguistic skills like speaking, writing, listening, and reading through interactive exercises.
The document provides a lesson plan for a 90-minute English class for 2nd grade high school students. The lesson aims to teach students how to retell what other people have said about hoaxes. The plan includes lead-in activities to introduce the topic, practice identifying reported speech, and a production activity where students report a mobile phone conversation in pairs.
This document outlines a thematic unit on writing workshops that focuses on developing students' essay writing skills. The unit spans 9-11 days and includes activities for students to explore sample essays, develop thesis statements, outline and draft paragraphs, and write a final essay. Key objectives are for students to recognize essay structure, arrange their own essays, and review and improve their writing. Students work through exploration, conceptualization, and application phases to synthesize lessons on essay components into a new work.
Lesson plan for teaching of symbolism (wuthering Heights) Mugilan Manokaran
1. The lesson plan aims to teach students about symbolism in the novel Wuthering Heights.
2. Students will work individually and in pairs to identify symbols from the novel and explain their meanings.
3. Activities include analyzing pictures, completing worksheets on symbolism, and presenting their interpretations of symbols in a shield design. The lesson aims to improve students' understanding of symbolism and develop their speaking skills.
This document provides a course syllabus for an English grammar course. The course is titled "Grammar (2)" and is intended for students who have completed the prerequisite Grammar (1) course. It will cover advanced grammar topics like tenses, nouns, modal auxiliaries, phrases, sentences, and clauses. The course will be taught over 12 weeks with assignments, quizzes, tests, and a final exam to evaluate students. The goal is for students to further improve their grammar skills.
Ignatian pedagogical paradigm lesson plan on special products and factoringPBSP
This material (IPP Lesson Plans) is basically a collection of materials from different sources, organized in a manner that would best suit the context of my learners. I thank the many sources for making it easier for me to come up with a material like this.
This document outlines the specifications for a speaking test to be administered to first year English pedagogy students. The test contains 3 tasks: 1) describing two pictures of food using adjectives, 2) comparing the pictures' similarities and differences using conjunctions, and 3) discussing food preferences and reaching an agreement. It provides the test purpose, examinee description, constructs being tested, task details, scoring rubrics, and a sample student response. The test aims to evaluate students' ability to describe, compare, discuss, and agree on food topics in English through a series of communicative speaking tasks.
This lesson plan is for a 7th grade mathematics class. The lesson will cover determining the relationship between two lines, including whether they are parallel, intersecting, or skew. The lesson will last 25 minutes and use direct instruction, exposition, discussion, and question/answer methods. Students will learn to identify parallel, intersecting and skew lines, both through diagrams and by drawing examples. Their understanding will be assessed through individual tests, worksheets, and observation of participation.
The lesson plan outlines a 6-class unit on using future tenses in English for 7th grade students. Each class includes warm-up, main activities, and closure. Main activities focus on reading comprehension, filling in blanks, question formation, and dialog creation using future tenses. Formative assessments include tense recognition, answering questions, and explaining answers. The plan incorporates various technologies and aims to develop linguistic skills like speaking, writing, listening, and reading through interactive exercises.
The document provides a lesson plan for a 90-minute English class for 2nd grade high school students. The lesson aims to teach students how to retell what other people have said about hoaxes. The plan includes lead-in activities to introduce the topic, practice identifying reported speech, and a production activity where students report a mobile phone conversation in pairs.
This document outlines a thematic unit on writing workshops that focuses on developing students' essay writing skills. The unit spans 9-11 days and includes activities for students to explore sample essays, develop thesis statements, outline and draft paragraphs, and write a final essay. Key objectives are for students to recognize essay structure, arrange their own essays, and review and improve their writing. Students work through exploration, conceptualization, and application phases to synthesize lessons on essay components into a new work.
This document outlines the assessment of an English speaking test given to first year high school students in Chile. It consists of two parts: (1) individual interviews with an examiner and (2) a collaborative task where students discuss recommendations for a relative's trip to Australia. The test aims to measure vocabulary, fluency, pronunciation, grammar and ability to discuss and make recommendations. It provides context and visual aids to scaffold students' conversation. The document also discusses test construction and how the tasks relate to language skills assessed based on rubrics evaluating fluency, grammar, turn-taking and more.
The document outlines the design of a speaking test for lower-intermediate English students in Chile. It includes 3 sections: [1] individual questions about pictures, [2] a discussion between two students, and [3] a role-play asking for and giving directions. The test assesses students' fluency, grammar, pronunciation, and vocabulary when giving directions in English. Sample materials include pictures, tasks, a rubric, and a student performance sample. Minor revisions are proposed to clarify the tasks and make them more realistic.
This unit plan focuses on teaching first grade students about daily routines. Over three lessons, students will learn to talk about daily habits using the simple present tense and adverbs of frequency. They will understand routines by reading texts and listening to recordings. Key activities include identifying vocabulary, answering comprehension questions, and writing their own daily schedules. The final lesson involves students creating presentations about their routines to demonstrate mastery of the target grammar structures.
Researchpilotlearningstrategylessons y lupperprimaryNettie Boivin
This document provides a summary of an 8-week pilot strategy lesson plan for upper primary grades. Week 1 focuses on vocabulary building around describing animals using strategies like rehearsal and prediction. Week 2 reviews these strategies and teaches word families and compounds. Week 3 teaches semantic mapping and read alouds about dolphins. Week 4 develops reading plans and organizing written stories based on Little Red Riding Hood. Week 5 reviews the story and teaches listening for details and sentence structure. Various activities use videos, pictures, and worksheets to reinforce the strategies.
This document provides a summary of a student teaching unit on developing comprehension skills through analyzing story elements. The unit focused on having students correctly answer questions about character, setting, events, and sequence of events from stories. Data from pre- and post-tests showed improvement for most students, though one student still struggled. The teacher reflected on ways to better differentiate instruction, such as modifying materials or allowing more verbal responses. Overall, the teacher learned the importance of flexibility, data tracking, and adapting based on student performance.
The document provides information about the Trinity GESE Grade 1 exam format and language requirements. It consists of one assessed phase which is a 5 minute conversation with the examiner. Candidates are expected to exchange greetings, give short answers to simple questions, and identify items from the lexical list. The language requirements include functions like greetings and personal information. Grammar focuses on imperatives, question words, demonstratives, verbs and common nouns. The lexical list covers personal information, classroom objects, body parts, animals, numbers, and colors. Lesson plans are provided to help students practice the required vocabulary and language through classroom activities.
The document describes a classroom observation task to observe how teachers manage breakdowns or interruptions during lessons. The observer recorded breakdowns that occurred in two 40-minute lessons, including the source, time, language used by the teacher, and seriousness. Breakdowns observed included late students, student quarrels, announcements, and misunderstandings of instructions. The observer noted that sources of breakdowns were generally student behaviors the teacher disliked, like loud talking. The teacher's language did not change based on seriousness and she responded angrily in most cases. The observer learned breakdowns can sometimes be avoided to minimize lesson interruptions.
The essay discusses how plastics are made from oil and chemicals, the advantages of plastics being inexpensive and versatile compared to other materials, and the environmental issues caused by plastic waste not degrading and polluting oceans. It examines both sides of whether plastics should continue to be used or if alternatives should be researched further due to their environmental impacts.
This document provides test specifications for an English speaking assessment for 2nd grade high school students in Chile. It is divided into two sections. Section I involves comparing and contrasting pictures and answering questions. It will be scored using an analytic rubric focusing on vocabulary, grammar, pronunciation, and fluency. Section II involves a guessing game interaction between partners. The test aims to measure students' English proficiency in describing physical and emotional states.
1. The teacher observed a Spanish class where students were learning about verb conjugations using gustar and ser.
2. Interactive whiteboard activities with fill-in-the-blank tables helped students practice subject pronouns and verb forms.
3. Later, students wrote sentences on small whiteboards showing their understanding of object pronouns like "A él le gusta tocar la guitarra".
3 ms yearly gradation 2018 by farah farahdaoui kada
This document outlines a curriculum for several terms spanning September to June. It includes the following key information:
- Terms, months, weeks, and lessons that will be covered.
- Topics that will be taught in each lesson such as biographical information, sequencing events, describing personalities, comparing past and present, expressing obligations, and more.
- Types of assessments and exams that will take place such as tests, individual assessments (SOFI), projects, and remedial work.
- Resources and activities that will be used such as tutorials, training learners in groups, language games, and fun remedial work.
- Information about holidays throughout the year including winter and spring breaks.
Griffith revolutionized filmmaking by introducing close-ups. [1] He argued that when watching a proposal scene, viewers' eyes move between the characters' faces and hands, rather than watching from a single distant viewpoint. [2] Griffith asked why the camera couldn't mimic viewers' eye movements through close-ups, showing expressions and details like the ring being presented. [3] Some critics doubted audiences would accept close-ups on screen.
The document discusses evaluating an English language coursebook for students. It finds that the coursebook promotes task-based learning activities that require students to use language in different contexts. The coursebook methodology was suitable for both the students' level and the teachers. When the author becomes a teacher, evaluating coursebooks will be important for designing effective lesson plans and worksheets that are engaging and contextually appropriate for students. A full coursebook evaluation considers aspects like design, content, language level, and length of units.
Professional development is important for career success and requires commitment to continuously learn from one's environment and students. Teaching is a lifestyle that requires adapting to students rather than just a set profession. Being professionally developed contributes to curriculum, teaching style, and classroom management by learning how to tailor lessons and environment to different students and improve treatment of students. Reaching the highest levels of professionalism requires ongoing reflection on progress and goals.
The document reflects on the author's experience completing a teaching practicum. It discusses several influences that impacted the author's development as a teacher, including strategies that were effective in engaging students and helping them learn. The author believes the practicum strengthened their philosophy of seeing potential in all students and the value of cultural mediation in learning. Overall, the experience confirmed the author's view of the importance of reflection and social interaction in the classroom.
Reliability refers to the consistency of measurement of a test between different forms, raters, and times. Validity is about whether a test measures what it claims to measure through content, criterion, and construct validity. Authenticity means a test uses natural language and contextualized, relevant tasks that approximate real-world situations. Practicality depends on the resources required versus available for a test in terms of costs, time constraints, ease of administration, and scoring.
Listening Test Module 2 Unit III EntertainmentDiego ElCretino
The document is an English test for second year students containing three parts:
1) A listening comprehension activity where students fill in the blanks of a conversation about different genres of music.
2) Ordering statements from a song lyrics according to the order they are presented in the song.
3) A listening activity where students circle the feeling a speaker expresses about different musical artists and genres. The test evaluates students' listening comprehension skills and knowledge of vocabulary related to music.
Listening Test 2 Module 2 Unit III EntertainmentDiego ElCretino
This document contains an English test with 3 parts:
1. A listening comprehension exercise to complete blanks in a conversation about movies.
2. An ordering exercise to put statements from a song in the correct sequence.
3. A multiple choice exercise to circle the feeling of a speaker about different movie genres.
It's just a presentation of two pieces of paper together; one of them is the English version of the document and the other corresponds to the translation I made of it.
(This document was uploaded just for educational purposes)
The speaker imagines turning off their phone to pretend they are sleeping alone so their partner thinks they are faithful while the speaker secretly spends time with someone else before returning home.
Del campo and quezada third assignamentgabrielaquez
This document outlines the specifications for a speaking assessment task for second year English pedagogy students at Universidad Católica de la Santísima Concepción. The test contains two sections and evaluates students on their oral abilities when describing photographs, coming to an agreement, and discussing advantages and disadvantages. Section 1 involves students discussing two photographs with a partner to agree on the best place for a family holiday. Section 2 requires each student to individually describe the advantages and disadvantages of one photograph. Rubrics are provided to evaluate students on various language skills like content, pronunciation, vocabulary, fluency and organization. Sample student performances are also included.
This document outlines the specifications for a speaking assessment task for second year English pedagogy students at Universidad Católica de la Santísima Concepción. The test contains two sections and evaluates students on their ability to describe photographs, come to an agreement, and discuss advantages and disadvantages. Section 1 involves partner work to choose the best holiday location based on photos. Section 2 separately evaluates each student's description of advantages and disadvantages of a photo. Rubrics are provided to score students on content, pronunciation, vocabulary, fluency, organization and turn-taking. Sample student performances are also included.
This document outlines the assessment of an English speaking test given to first year high school students in Chile. It consists of two parts: (1) individual interviews with an examiner and (2) a collaborative task where students discuss recommendations for a relative's trip to Australia. The test aims to measure vocabulary, fluency, pronunciation, grammar and ability to discuss and make recommendations. It provides context and visual aids to scaffold students' conversation. The document also discusses test construction and how the tasks relate to language skills assessed based on rubrics evaluating fluency, grammar, turn-taking and more.
The document outlines the design of a speaking test for lower-intermediate English students in Chile. It includes 3 sections: [1] individual questions about pictures, [2] a discussion between two students, and [3] a role-play asking for and giving directions. The test assesses students' fluency, grammar, pronunciation, and vocabulary when giving directions in English. Sample materials include pictures, tasks, a rubric, and a student performance sample. Minor revisions are proposed to clarify the tasks and make them more realistic.
This unit plan focuses on teaching first grade students about daily routines. Over three lessons, students will learn to talk about daily habits using the simple present tense and adverbs of frequency. They will understand routines by reading texts and listening to recordings. Key activities include identifying vocabulary, answering comprehension questions, and writing their own daily schedules. The final lesson involves students creating presentations about their routines to demonstrate mastery of the target grammar structures.
Researchpilotlearningstrategylessons y lupperprimaryNettie Boivin
This document provides a summary of an 8-week pilot strategy lesson plan for upper primary grades. Week 1 focuses on vocabulary building around describing animals using strategies like rehearsal and prediction. Week 2 reviews these strategies and teaches word families and compounds. Week 3 teaches semantic mapping and read alouds about dolphins. Week 4 develops reading plans and organizing written stories based on Little Red Riding Hood. Week 5 reviews the story and teaches listening for details and sentence structure. Various activities use videos, pictures, and worksheets to reinforce the strategies.
This document provides a summary of a student teaching unit on developing comprehension skills through analyzing story elements. The unit focused on having students correctly answer questions about character, setting, events, and sequence of events from stories. Data from pre- and post-tests showed improvement for most students, though one student still struggled. The teacher reflected on ways to better differentiate instruction, such as modifying materials or allowing more verbal responses. Overall, the teacher learned the importance of flexibility, data tracking, and adapting based on student performance.
The document provides information about the Trinity GESE Grade 1 exam format and language requirements. It consists of one assessed phase which is a 5 minute conversation with the examiner. Candidates are expected to exchange greetings, give short answers to simple questions, and identify items from the lexical list. The language requirements include functions like greetings and personal information. Grammar focuses on imperatives, question words, demonstratives, verbs and common nouns. The lexical list covers personal information, classroom objects, body parts, animals, numbers, and colors. Lesson plans are provided to help students practice the required vocabulary and language through classroom activities.
The document describes a classroom observation task to observe how teachers manage breakdowns or interruptions during lessons. The observer recorded breakdowns that occurred in two 40-minute lessons, including the source, time, language used by the teacher, and seriousness. Breakdowns observed included late students, student quarrels, announcements, and misunderstandings of instructions. The observer noted that sources of breakdowns were generally student behaviors the teacher disliked, like loud talking. The teacher's language did not change based on seriousness and she responded angrily in most cases. The observer learned breakdowns can sometimes be avoided to minimize lesson interruptions.
The essay discusses how plastics are made from oil and chemicals, the advantages of plastics being inexpensive and versatile compared to other materials, and the environmental issues caused by plastic waste not degrading and polluting oceans. It examines both sides of whether plastics should continue to be used or if alternatives should be researched further due to their environmental impacts.
This document provides test specifications for an English speaking assessment for 2nd grade high school students in Chile. It is divided into two sections. Section I involves comparing and contrasting pictures and answering questions. It will be scored using an analytic rubric focusing on vocabulary, grammar, pronunciation, and fluency. Section II involves a guessing game interaction between partners. The test aims to measure students' English proficiency in describing physical and emotional states.
1. The teacher observed a Spanish class where students were learning about verb conjugations using gustar and ser.
2. Interactive whiteboard activities with fill-in-the-blank tables helped students practice subject pronouns and verb forms.
3. Later, students wrote sentences on small whiteboards showing their understanding of object pronouns like "A él le gusta tocar la guitarra".
3 ms yearly gradation 2018 by farah farahdaoui kada
This document outlines a curriculum for several terms spanning September to June. It includes the following key information:
- Terms, months, weeks, and lessons that will be covered.
- Topics that will be taught in each lesson such as biographical information, sequencing events, describing personalities, comparing past and present, expressing obligations, and more.
- Types of assessments and exams that will take place such as tests, individual assessments (SOFI), projects, and remedial work.
- Resources and activities that will be used such as tutorials, training learners in groups, language games, and fun remedial work.
- Information about holidays throughout the year including winter and spring breaks.
Griffith revolutionized filmmaking by introducing close-ups. [1] He argued that when watching a proposal scene, viewers' eyes move between the characters' faces and hands, rather than watching from a single distant viewpoint. [2] Griffith asked why the camera couldn't mimic viewers' eye movements through close-ups, showing expressions and details like the ring being presented. [3] Some critics doubted audiences would accept close-ups on screen.
The document discusses evaluating an English language coursebook for students. It finds that the coursebook promotes task-based learning activities that require students to use language in different contexts. The coursebook methodology was suitable for both the students' level and the teachers. When the author becomes a teacher, evaluating coursebooks will be important for designing effective lesson plans and worksheets that are engaging and contextually appropriate for students. A full coursebook evaluation considers aspects like design, content, language level, and length of units.
Professional development is important for career success and requires commitment to continuously learn from one's environment and students. Teaching is a lifestyle that requires adapting to students rather than just a set profession. Being professionally developed contributes to curriculum, teaching style, and classroom management by learning how to tailor lessons and environment to different students and improve treatment of students. Reaching the highest levels of professionalism requires ongoing reflection on progress and goals.
The document reflects on the author's experience completing a teaching practicum. It discusses several influences that impacted the author's development as a teacher, including strategies that were effective in engaging students and helping them learn. The author believes the practicum strengthened their philosophy of seeing potential in all students and the value of cultural mediation in learning. Overall, the experience confirmed the author's view of the importance of reflection and social interaction in the classroom.
Reliability refers to the consistency of measurement of a test between different forms, raters, and times. Validity is about whether a test measures what it claims to measure through content, criterion, and construct validity. Authenticity means a test uses natural language and contextualized, relevant tasks that approximate real-world situations. Practicality depends on the resources required versus available for a test in terms of costs, time constraints, ease of administration, and scoring.
Listening Test Module 2 Unit III EntertainmentDiego ElCretino
The document is an English test for second year students containing three parts:
1) A listening comprehension activity where students fill in the blanks of a conversation about different genres of music.
2) Ordering statements from a song lyrics according to the order they are presented in the song.
3) A listening activity where students circle the feeling a speaker expresses about different musical artists and genres. The test evaluates students' listening comprehension skills and knowledge of vocabulary related to music.
Listening Test 2 Module 2 Unit III EntertainmentDiego ElCretino
This document contains an English test with 3 parts:
1. A listening comprehension exercise to complete blanks in a conversation about movies.
2. An ordering exercise to put statements from a song in the correct sequence.
3. A multiple choice exercise to circle the feeling of a speaker about different movie genres.
It's just a presentation of two pieces of paper together; one of them is the English version of the document and the other corresponds to the translation I made of it.
(This document was uploaded just for educational purposes)
The speaker imagines turning off their phone to pretend they are sleeping alone so their partner thinks they are faithful while the speaker secretly spends time with someone else before returning home.
Del campo and quezada third assignamentgabrielaquez
This document outlines the specifications for a speaking assessment task for second year English pedagogy students at Universidad Católica de la Santísima Concepción. The test contains two sections and evaluates students on their oral abilities when describing photographs, coming to an agreement, and discussing advantages and disadvantages. Section 1 involves students discussing two photographs with a partner to agree on the best place for a family holiday. Section 2 requires each student to individually describe the advantages and disadvantages of one photograph. Rubrics are provided to evaluate students on various language skills like content, pronunciation, vocabulary, fluency and organization. Sample student performances are also included.
This document outlines the specifications for a speaking assessment task for second year English pedagogy students at Universidad Católica de la Santísima Concepción. The test contains two sections and evaluates students on their ability to describe photographs, come to an agreement, and discuss advantages and disadvantages. Section 1 involves partner work to choose the best holiday location based on photos. Section 2 separately evaluates each student's description of advantages and disadvantages of a photo. Rubrics are provided to score students on content, pronunciation, vocabulary, fluency, organization and turn-taking. Sample student performances are also included.
This document provides information and specifications for an English speaking test consisting of two parts. The first part involves two students discussing photographs and coming to an agreement about which place is better for a holiday. The second part involves each student individually describing the advantages and disadvantages of one photograph. Rubrics are provided to assess students on various criteria such as content, pronunciation, vocabulary, fluency and organization for each part. Sample student performances and a pilot test summary are also included to demonstrate how the test will be administered and evaluated.
Vocabulary Squares Lesson- TEKS: Middle School: 2: A-E, 6: C, 8&9(inference only); High School 1: A-E
Student will define, illustrate, and give an opposite meaning to their vocabulary words
This document outlines the specifications for a speaking test to assess English proficiency. It consists of two sections. Section 1 involves two students discussing photographs and coming to an agreement on which place is better for a holiday. Section 2 involves each student individually describing the advantages and disadvantages of one photograph. Rubrics are provided to evaluate students on various criteria such as content, pronunciation, vocabulary, fluency, and organization for each section. Sample student performances are also included to demonstrate different proficiency levels.
This document outlines an assessment of speaking for 35 students in a 1st Medio class with a lower level of English proficiency. The assessment contains 3 tasks to measure vocabulary, grammar, and pronunciation. Task 1 involves answering questions about oneself. Task 2 requires describing a photo to a partner. Task 3 has students asking about object locations and people's actions in a picture. The assessment aims to reliably and validly measure students' oral performance given their English level.
This document provides an overview and preparation strategies for the Russian State Exam (EGE) speaking test. It discusses the four tasks assessed in the test and why students find it stressful. It then details Task 1 which focuses on reading aloud, common mistakes, and strategies for practicing pronunciation and fluency. Tongue twisters and a word blender game are suggested. For Tasks 2-4, it outlines what is assessed and common errors before offering role plays, sample questions, picture activities, and language to describe photos as preparation techniques.
This document discusses assessing speaking skills for students at the Liceo Comercial de Tomé high school in Chile. It proposes a 3-part oral assessment to measure students' vocabulary, grammar, and pronunciation. The assessment includes: [1] an interview where students answer questions about themselves; [2] describing pictures to a partner; and [3] asking about locations and activities in a shared picture. Scoring will be analytic using a 4-point rubric. The goal is to create a reliable, valid, and authentic assessment considering the students' lower English level.
This document discusses assessing speaking ability through an oral examination given to 35 first-year high school students in Tomé, Chile with a lower English level. It describes a three-part test to measure vocabulary, grammar, and pronunciation. The test includes an interview, describing pictures to a partner, and asking about objects/people in a shared picture. Scoring will be done through an analytic rubric from 1 to 4 on indicators of proficiency. The goal is to create a reliable, valid, and authentic assessment considering the students' English level.
The document describes a speaking assessment for students at a university in Chile. It includes 3 tasks to evaluate students' speaking skills. In task 1, students discuss pictures in pairs to choose the best workspace and agree on their choice. In task 2, each student individually chooses a technological device from the pictures and gives 3 reasons for their choice. In task 3, students discuss the same pictures to agree on a gift for a friend's birthday. Rubrics are provided to evaluate pronunciation, vocabulary, fluency, organization and other criteria. The assessment aims to evaluate students' communicative competence through collaborative and individual speaking activities.
This lesson plan template provides guidance for a 9th grade reading lesson on climate change vocabulary. The lesson objective is for students to define content-specific vocabulary words from a climate change module by matching words to definitions, making flashcards, and assessing their knowledge levels for each word. A variety of activities are outlined, including matching vocabulary words to definitions in groups, creating individual flashcards, and a three-part vocabulary test. Student feedback and potential adjustments are also discussed.
This document provides guidance for teaching students the basics of writing short stories through pictures. It outlines key vocabulary words to introduce for a story about a thirsty crow. The teacher should first explain concepts like mechanics, sentence formation, titles, main ideas and paragraph structure. Students then practice by viewing pictures that depict the crow's journey finding water. Their written stories will be evaluated based on criteria like title, mechanics, theme and grammar. The lesson incorporates both teacher instruction and group activities.
This lesson plan outlines activities for an advanced English conversation class focused on the topic of complaining. The plan includes 6 activities to familiarize students with the topic, identify common complaints, practice grammar structures, discuss ridiculous complaints, role play complaint scenarios, and watch a video on making complaints. The objectives are to discuss problems that cause complaints and suggest solutions, and learn and apply noun clauses with relative clauses and question words. Assessment will consider participation, interaction, and engagement in each activity.
The 6th grade HLE program involves a literature response project from May 22 to June 6. Students will work in teams to complete tasks exploring a text over three checkpoints. They will conduct research, create storyboards, character profiles and settings. Students will recreate a main event, changing details, and produce a short movie presenting their work. They will be evaluated holistically at each checkpoint and on their oral final exam based on collaboration, critical thinking, literacy development and public speaking skills.
The document describes a speaking assessment for first-year English teaching students. The test contains two tasks: 1) Students choose a place to recommend to tourists and explain their choice in 1.5 minutes. 2) Students discuss potential cultural activities in Concepcion and agree on an option in 3-4 minutes. The test evaluates functions like suggesting, agreeing, and describing using adjectives. It assesses accuracy, fluency, vocabulary range and clarity of communication. Rubrics provide criteria for evaluating students' performance in each task.
This document describes a school project done by pupils at CEIP Pins del Vallès to practice English skills like reading, writing, speaking, and digital skills. The project involved students working in pairs to take photos of each other, write descriptions of their partner using a model, create PowerPoint slides with their photos and descriptions, and record their descriptions using audio software. They then compiled their work into a video to share on the school blog and evaluated the activity in groups. The overall goals were to encourage accurate pronunciation and vocabulary building while learning digital and cooperation skills.
This document outlines the design of a speaking test to assess English proficiency at the university level. It includes:
1) Test specifications such as purpose, examinees, construct, tasks, and rubric. The test consists of two sections - comparing/contrasting pictures of holidays and discussing the perfect vacation.
2) Descriptions of the two testing tasks - comparing/contrasting pictures and reaching an agreement on the perfect vacation.
3) A sample analytic rubric used to score test takers on vocabulary, fluency, accuracy, organization, and interaction.
4) A sample test paper with the tasks and timing.
The document outlines a project-based learning experience for students aged 14-16 studying English as a foreign language. The project aims to get students to reflect on environmental issues facing the planet and identify actions they could take to protect it. Students will first analyze the issue individually then collaborate in groups to create a presentation and video outlining 10 actions to heal the Earth. The project incorporates language learning, 21st century skills, and aims to make students more aware of environmental protection.
This document provides details on an English language course being taught at Plantel 04 Gregorio García. The course focuses on comparing people, objects, and places using adjectives in their comparative, superlative, and equality forms. Students will work in teams to create a final presentation comparing features of 3 cell phones. The course will use activities, exercises from textbooks, and online resources to develop students' communicative competence in English. Students will be evaluated through formative and summative assessments including a final project and module exam.
Talk given at TESOL France 2013 Annual Colloquium. In person it was run as a workshop with ideas for each example discussed by participants before solutions were presented.
This document discusses bees and ecosystems. It begins by asking the reader to make predictions about bees, such as whether they are important pollinators or if their decline affects food systems. It then confirms that bees are crucial pollinators, their population has declined since WWII, and their loss impacts nutrition and landscapes. The document defines an ecosystem as all living and non-living things in an area that interact, giving the example of a puddle ecosystem. It notes that if one part of the system is disrupted, it impacts other parts, and hints that human agriculture problems could cause human extinction by disrupting ecosystems.
This document describes several classic children's party games such as hide-and-seek, tag, musical chairs, and pass the parcel. In hide-and-seek, one person counts while hiding and then tries to find the others. Tag involves one person chasing others to tag them and make them "it." Musical chairs has one fewer chair than players and those who don't find a seat when the music stops are out. Pass the parcel passes a parcel around a circle while music plays and whoever holds it when the music stops is out. The document encourages revisiting these old-fashioned games for fun.
El documento describe la taxonomía de Robert Marzano sobre los procesos mentales del sistema cognitivo. La taxonomía incluye el sistema de conciencia del ser, el sistema de metacognición, el sistema de cognición y el dominio del conocimiento. El sistema cognitivo se divide en cuatro procesos: conocimiento/recuerdo, comprensión, análisis y utilización del conocimiento.
Unit II Technology and Inventions Inglés IAPB 2014Diego ElCretino
PPT for educational pruposes.
It'll be used for intriducing Unit II Technology and Inventions from Mineduc text Teens Club - 1st Grade.
I recommend you to download the presentation, instead of show it directly from this page; it contains animations that may motivate students a little bit more.
Any comment, just leave it below.
This document discusses the advantages and disadvantages of television in Chile. It begins with an activity asking students to make a list of words related to television and share with the class. It then discusses debating the pros and cons of TV in Chile. It provides examples of some issues that were brought up in a television program about whether TV is dangerous, such as the impact of violent programming on children and the presentation of sexual content.
Antes de comenzar con esta actividad, se recomienda revisar el siguiente ppt: http://es.slideshare.net/igotamnesia/wth-is-facebook-ceia-mass-2013
TODOS LOS DERECHOS RESERVADOS!
Luego de presentar algunas características y funciones de esta red social, los estudiantes debieron realizar esta actividad: http://es.slideshare.net/igotamnesia/task-facebook
DERECHOS RESERVADOS.
Este documento presenta una lección sobre cognados y falsos cognados en inglés y español con el objetivo de identificarlos en un contexto determinado. Explica que los cognados son palabras similares en ambos idiomas que comparten el mismo significado, mientras que los falsos cognados parecen similares pero tienen significados diferentes. A continuación, proporciona ejemplos de cognados y falsos cognados, así como ejercicios para que los estudiantes practiquen identificarlos y clasificarlos como sustantivos, adjetivos o verbos.
This ppt was shown at UCSC as a material for those students who wanted to participate in alternative tutorials during the second-half strike period in 2011.
Mentors: Valentina Gallegos & Diego Ulloa
It's a project for education improvement at an specific school in Concepción, Chile.
It's important to mention that this project was just planned and not carried out due to some limitations such as time and the first-half 2011 strike period.
Participants: Joanne Abos-Padilla & Diego Ulloa
This unit plan involves 4 lessons to teach secondary school students how to write a biography. Lesson 1 has students read and comprehend a biography of a famous singer. Lesson 2 focuses on listening to and understanding specific details about another singer's interview. Lesson 3 has students brainstorm words and verbs commonly found in biographies. Finally, in Lesson 4 students write and present their own short biography of a singer they like using a PowerPoint presentation. The overall aim is for students to be able to write their own biography by the end of the unit.
The 90-minute lesson plan aims to teach students about different types of music and their themes. Students will listen to short clips of famous songs and try to recognize the genre. They will discuss what kind of music they like and when they listen to it. Then students will listen to a full song and identify its genre and theme by discussing keywords. They will sequence lines from the song lyrics. Finally, students will sing parts of the song, write about the theme and feelings conveyed, and discuss if songs can help learn English.
Beyoncé sings about what life would be like if she were a boy for a day. She reflects that as a boy, she could drink beer with friends and chase after girls without repercussions. As a boy, she believes she could better understand how it feels to love a girl and be in a relationship. She would listen to her partner and not take her for granted like many boys do.
The lesson plan aims to help 2nd grade students comprehend the trailer for "Toy Story 3" in 45 minutes. It begins with activating students' prior knowledge about friendship through pictures and questions. Students then predict what the video will be about and check their predictions while watching. Comprehension activities include identifying the speech type, answering true/false and multiple choice questions. Finally, students connect to the topic by choosing a toy and discussing toys' influence on their childhood.
The document provides an aim and context for a unit on entertainment choices. The aim is to comprehend general and specific ideas from a movie trailer. It then lists some key details about the plot of the movie "Toys" - Andy goes to college, the toys are hysterical, and Buzz Lightyear speaks French.
1) The lesson plan aims to teach students how to express their film preferences in writing.
2) Students will work in pairs to create a poster about their favorite film genre, including a picture, sentence expressing their preference, and reasons.
3) The teacher will monitor students as they work, noting errors to address later. Common mistakes like incorrect verb forms will be discussed to improve students' language use.
This document summarizes Diego Ulloa Iglesias' experience as a student teacher during the Professional Teaching Practicum 2012. It includes pictures from his development as an English teacher, head teacher organizing fundraising events, collaborative teacher at the school anniversary, and social actor at various school events. The document concludes with pictures from a cocktail party where the school staff recognized Diego and other student teachers for their work.
The document summarizes a song about a girl who needed space from her boyfriend but realized she was nothing without him after he left. It provides the song title ("When you're gone" by Avril Lavigne), lists the names of three students, and explains that the song is about the girl feeling sad and crying after her boy departed even though she wanted to be happy. It also lists five key words from the song: cry, you divide my heart, you left, you're gone, and I need to feel you here with me.
The document then summarizes another song titled "hurt" by Christina Aguilera. It lists the name of two students and their course, and explains that the
The lesson plan aims to help 2nd grade students comprehend the trailer for "Toy Story 3" in 45 minutes. It begins with activating students' prior knowledge about friendship through pictures and questions. Students then predict what the video will be about and check their predictions while watching. Comprehension activities include identifying the speech type, answering true/false and multiple choice questions. Finally, students connect to the topic by choosing a toy and discussing toys' influence on their childhood.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
3. 1. Test specifications
Students speaking ability
Test’s purpose
Description of the Both students (X and Z) are in 4th grade high school (public school)
examinees
Test level Intermediate
This oral test is divided into two sections.
In the first section the performance is individual where each student (X
Number of sections
and Z) has to compare and contrast two pictures and in the second section
/ papers
both students (X and Z together) have to come to an agreement.
In the first section every single student (X and Z) has 20 seconds to look at
the photographs and then 1:30 minutes to compare and contrast them.
Time for each
In the second section both students (X and Z together) should come to an
section / paper
agreement that should take no more than two minutes.
Weighting for each A total of 40 points; every single section contains 20 points.
section / paper
SWBAT compare and contrast some photographs by using the vocabulary
Target language acquired in previous lessons such as: on the other hand, as well as, while,
situation unlike, too, etc.
Photographs about different types of job.
Text – types
Four photographs.
Text length
Language skill to be Oral ability.
tested
2
4. Communication
Language elements Fluency
to be tested Pronunciation
The task is divided into two sections.
1st Section:
Teacher – Student X: what you have to do first is to look at these two
photographs that show two different jobs. Once I’ve finish talking, you
have 20 seconds to look at these two photos and think about all the
necessary information to complete this first stage of the task and then you
have one minute and a half to compare and contrast these two photos by
using the vocabulary learned in your previous lessons as much as you can
and also those key words that help you to make of this task a good
comparison and contrast.
Teacher – Student Z: what you have to do first is to look at these two
photographs that show two different jobs. Once I’ve finish talking, you
have 20 seconds to look at these two photos and think about all the
Test tasks necessary information to complete this first stage of the task and then you
have one minute and a half to compare and contrast these two photos by
using the vocabulary learned in your previous lessons as much as you can
and also those key words that help you to make of this task a good
comparison and contrast.
2nd Section:
Teacher – Both students (X & Z): Finally, you two have to think of and
discuss about what the most dangerous job among these four
photographs is. You can use personal experience or any other resource
that could support your opinions. Both of you have 2 minutes to talk
about this and come to an agreement; remember that if there is no final
agreement in your discussion you two will be assessed with fewer points.
3
5. Students speak individually in the first part, about two different photos.
Students speak together in the second part about four photos and a final
Test methods
agreement is compulsory required.
4
6. 2. Speaking task
Two photographs about jobs will be shown to both students having 20 minutes to think about
what they will say about those photos. Then they should compare and contrast those photos
presented by using the vocabulary learned in previous lessons; this cannot take more than 1:30
minutes for students to answer.
In a second stage, students will have to discuss and finally come to an agreement in no more than
two minutes. It will be about the 4 photographs—those two shown to the first student and the
other two presented to the other student, where they will discuss about which of them the most
dangerous job is by giving opinions based on the vocabulary acquired in previous lessons.
Both students will be assessed with the same criteria but individually.
5
9. 4. Goal Orientation
4.1 Oral test (1st part)
Guided
Task orientation Comparing and contrasting two different photographs showed by the
test-taker.
Interactional Non – interactional (individual performance)
relationship
Goal orientation There is no goal orientation (individual performance)
High
Interlocutor status Both students know the test-taker and both of them know each other
too.
High
Familiarity
Both students know each other.
Topics Two photographs about different jobs.
4.2 Oral test (2nd part)
Guided
Task orientation Coming to an agreement based on the photographs showed by the test-
taker.
Interactional Interaction by coming to an agreement in pairs.
relationship
Goal orientation There is goal orientation through an agreement.
High
Interlocutor status Both students know the test-taker and both of them know each other
too.
High
Familiarity
Both students know each other
Topics 4 different types of dangerous jobs.
8
11. 6. Piloting
The task was accomplished by two students from 4th grade secondary school. It was taken
in an open space but noise was not an issue there. These students were almost at the
same level of English because of the quality of their answers and the vocabulary used
when being assessed.
Concentrating on the first part of the task, student X and Z produced English language but
some issues were present there. Fluency was the most noticeable one and this could be
supported by a sort of attack of nerves when trying to begin comparing and contrasting
the photos and also by the lack of vocabulary according to the topic; for instance, student
Z could not explain the second job (building contractor) at first, but he reflected on that
for a moment and then tried to explain with other words that he was a kind of engineer.
Student X, on the other hand, was kind of relaxed but reacted by defining what the jobs
were about separately without comparing and contrasting at first, but at the end of the
first part of the task he started to introduce some connectors such as “like” and “while”.
Both students X and Z accomplished the first part of the task in the due time.
As far as the second part is concerned, both students used an appropriate vocabulary
most of the time by using some connectors that reflect knowledge about comparison and
contrast, but the lack of vocabulary interfered as an issue here again. The final goal in this
part of the task was mainly that both students would come to an agreement on what the
most dangerous job was, but the test-taker had to remind them—after the due time for
the second part of the task, that they should finish by coming to an agreement so it was
accomplished in 10 minutes extra out of the due time.
To sum up, the task was appropriate for both students X and Z in terms of vocabulary
needed according to the topic that they should know about because “dangerous jobs” is
one of the topics that belong to the first semester of a fourth-grade student at that
10
12. particular school. On the other hand, it is probable that the lack of use of connectors to
compare and contrast the photos showed was because they were never taught those but
surely because they had never been assessed in that way: two students in front of
photographs where they have to compare and contrast them and even less come to an
agreement with a classmate because the only way they had been tested orally was by
short interactions previously planned such as dialogues, or short oral presentations such
as singing a song.
11
13. 7. Improvements
Based on the performance of both students X&Z and the test-taker, the improvements are
the following. First, both students’ performances were good considering the type of
school where they are studying at and the level of English test-taker expected from them.
After accomplishing the oral test both students and test-taker discussed about the results
of the performance and, taking students’ viewpoints about their results it is worth to say
that they did a good work considering that they had never been in that situation because
their only types of oral tests were short dialogues, dissertations about famous people and
some pieces of songs they had to perform in front of the class. Other thing that is worth to
say is that the vocabulary they have is mainly got from English songs they usually listen to
combined with that learned in class.
Secondly, based on the test-taker performance, students pointed out that, in the last part
of the task, the photographs should have been shown the four at once. This is a point less
for the test-taker because he should foresee that issue, and make a presentation in which
all the four photos were clearly seen by the students instead of showing them separately.
They also pointed out that the test applied was good in terms of preparation and
coherence with what they should know (vocabulary), but not in terms of context: both
students pointed out that that type of English test could not be accomplished successfully
in any Chilean public school because they are not prepared to do it due to the format
where oral skills are not that important as grammar.
12
15. Name: …………………………………………………
Total Score: ………………………………………...
Rubric for the 2nd part of the task
Unacceptable Poor Good Excellent
(1) (2) (3) (4)
The student has a clear lack of The student shows little ability to The student shows ability to interact The student shows great ability to
clarity in the message given, so interact and communicate the with his classmate with little interact with his classmate with
he makes the interaction and message, so it causes some problems problems to communicate the clarity so the message given is
Communication
agreement difficult to be to agree with his classmate in the message, although the agreement understood. The final agreement
accomplished. end. could be accomplished in the end. could be accomplished with no
difficulty.
The student shows little The vocabulary used by the student is The vocabulary used by the student The vocabulary used by the student
knowledge about comparison appropriate for the task but limited: is appropriate for the task: he uses is appropriate for the task: using a
and contrast and also uses he uses little adjectives and some adjectives and connectors that clear variety of adjectives and
Vocabulary inappropriate adjectives and connectors, so the message is clear make the message coherent most of connectors that make the message
connectors, so the message is but he shows little knowledge about the time. coherent and show clear
not clear most of the time. comparison and contrast. knowledge about comparison and
contrast.
Hesitation and pauses make The speech of the student is full of The student has little problem with Hesitation is not a problem when
the message unintelligible and hesitation and pauses when hesitation when communicating his communicating his ideas, so the
Fluency
his ideas are not well- communicating, so their ideas lack of ideas, but these are well-connected connection of these makes clear
connected at all clear connection. most of the time. the message given.
There is a clear problem with L1 Problems with pronunciation are The message can be understood L1 does not interference in the
interference in the foreign clearly present so the message though some little problem with L1 foreign language, so the student
Pronunciation
language, so the message cannot be understood most of the interference in the foreign language. expresses his ideas with no
cannot be understood. time. problem of pronunciation.
Observations:
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………
16. Name: …………………………………………………
Total Score: ………………………………………...
Rubric for the 1st part of the task
Unacceptable Poor Good Excellent
(1) (2) (3) (4)
The performance of the There is a sort of connection among The student’s performance of The whole performance of
student of comparing and his ideas but it is hard to understand comparing and contrasting is comparing and contrasting is
Communication contrasting lack of coherent the message most of the time understood by connecting his ideas clearly understood by connecting
connection, so the message is because the connectors are not with some appropriate connectors his ideas with appropriate
clearly not understood. appropriate. most of the time. connectors.
The student shows little The vocabulary used by the student is The vocabulary used by the student The vocabulary used by the student
knowledge about comparison appropriate for the task but limited: is appropriate for the task: he uses is appropriate for the task: using a
and contrast and also uses he uses little adjectives and some adjectives and connectors that clear variety of adjectives and
Vocabulary inappropriate adjectives and connectors, so the message is clear make the message coherent most of connectors that make the message
connectors, so the message is but he shows little knowledge about the time. coherent and show clear
not clear most of the time. comparison and contrast. knowledge about comparison and
contrast.
Hesitation and pauses make The speech of the student is full of The student has little problem with Hesitation is not a problem when
the message unintelligible and hesitation and pauses when hesitation when communicating his communicating his ideas, so the
Fluency
his ideas are not well- communicating, so their ideas lack of ideas, but these are well-connected connection of these makes clear
connected at all clear connection. most of the time. the message given.
Observations:
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………