Well, this is the first time that we have done an electronic portfolio so we found it interesting for being a different way to see our performance through the whole course. As future teachers, we noticed that we can use this technique in online courses. Through this electronic portfolio we can go back to the most important points of the course. So we think the portfolio looks clear, complete and easy to organize.
We think the reflections are good for us because we can reinforce our knowledge about what we have seen in each unit.
We really enjoyed our teamwork activities because we could work together and we could share our thoughts without having problems.
We think we did not miss anything because a portfolio is a collection of what we did through the entire course.
Everything worked well as individual and team activities and the interaction that we had through the discussion board with all our classmates was interactive and well done.
martes, 23 de noviembre de 2010
unit 6
PROGRESS QUESTIONNAIRE
We chose the progress questionnaire because it gives students the opportunity to review their own learning progress over the last few months or weeks. They can look to their written work like notebooks and work sheets or even portfolio, as well as their results in the activities and tests.
With this progress questionnaire they can assess themselves in the four skills that we are focusing on and also in other important aspects such as their pronunciation, grammar and vocabulary. This will help them to determine where do they need more effort to work on and will give a different point of view for the teacher.
We think this is the one that we should use because it gives students a global picture of their progress.
Questionnaire
Give a number from 1 to 10 depending on your progress through the course.
Speaking ___
Listening ___
Reading ___
Writing ___
Pronunciation ___
Grammar ___
Vocabulary ___
PLASCENCIA PARRA RAQUEL
Student Self Assessment of the Course
Name: _Plascencia Parra Raquel / 00281002_
Directions: Read the descriptions of tasks that you can do as a result of having coursed this subject and mark the appropriate areas that indicate how you rate yourself.
Description
You can do the following: Yes
No Comments
1. Explain in your own words how evaluation, assessment, testing and teaching relate in a classroom situation.
2. Design informal assessment techniques, an assessment plan and assessment instruments and forms to keep records.
3. Explain what a test is, analyze the different types of tests, and analyze a language test used in a school.
4. Identify the techniques used to assess the four skills and grammar and vocabulary as well in order to design a good language test.
5. Design an English exam using the appropriate techniques.
6. Handle some self-assessment techniques that allow students to assess their own performance in order to recognize that there is another source of information when assessing language students.
7. Develop a portfolio during the course that allows your performance and provides enough evidence to assess you fairly at the end of this course.
8. Be active and participatory when needed. This means that you read the material sent by the teacher, you looked for more information, and you participated in the discussion board and commented on your classmates’ postings.
9. Be aware of the activities for each unit, so you did on time your activities, they were concrete, clear and understood, no spelling mistakes, and your explanations reflected understanding.
10. Course again other subject without problems on the use of blackboard, for example to look for the material, to have a discussion board, to send the activities, to view your grades, etc.
1. This activity was very important for me because I didn’t notice the difference between those concepts till I made the exercise.
2. This activity wasn’t difficult to realize.
3. It was hard to understand the difference between the different types of tests but when I analyzed them in a real test, I could understand them better.
4. Since I had a part of this activity before, I didn’t have any problem while developing this activity.
5. I noticed the importance to design a test according to what we want to evaluate from our students.
6. I liked this activity because I noticed that we as future teachers need to have other instruments to evaluate our students, also it is very important to know their own opinion, and this will be done by a self-assessment.
7. This was my first time to develop an electronic portfolio and it wasn’t difficult, I found it interesting and funny, it’s a different way to demonstrate our performance throughout the course.
8. I always read the material and if I didn’t understand it, I looked for more information in order to clarify my doubts. Also, I always commented on my classmates postings in order to have a discussion to reflect our understanding.
9. I think I didn’t have any problem in this point. I always organized the dates when the activities had to be sent.
10. This wasn’t my first time coursing a blackboard subject. Even though I prefer presential classes I don’t have any problem coursing again any subject though Blackboard.
Total = 10 Points
SELF-ASSESSMENT OF THE COURSE
Group Performance Rating Scale
Directions: Use this form to give feedback about the performance in your group. Circle the appropriate number after each statement.
0 = Major Difficulty, 1 = Needs Improvement, 2 = Okay, 3 = Very Good, 4 = Excellent
1. All members participated in the group activities. 0 1 2 3 4
2. Members listened to others in the group. 0 1 2 3
4
3. Members helped and encouraged others in the group. 0 1 2 3
4
4. Group members stayed on the task assigned. 0 1 2 3 4
5. Group members worked well together. 0 1 2 3
4
6. No one dominated the group discussions. 0 1 2 3 4
7. Group members practiced the cooperative skills. 0 1 2 3 4
8. Group members did not use put-downs. 0 1 2 3
4
9. Group members were able to accept criticism. 0 1 2 3
4
10. Trust developed among group members. 0 1 2 3
4
Add all circled numbers for Total Score __34__ (out of 40)
RATING SCALE:
30 – 40 (out of 40) = 10 (Total)
21 – 30 (out of 40) = 7.5
11 – 20 (out of 40) = 5
1 – 10 (out of 40) = 2.5
Edgar Cárdenas
Self-assessment of the course
Regarding Assignments
3- Did all the assignments.
2- Did between 75 & 50 % of all the assignments.
1- Did less than half of the assignments.
Regarding Team working
2- Always there.
1- Only missed one or two teamwork sessions.
0- Missed more than two teamwork sessions.
Regarding Classmates Comments
2- Did you respond to your classmates when ask to?
1- Did you respond most of the times when ask to?
0- Did you respond very little or none at all?
2- Did you respond cordially?
1- Did you respond in a not so cordial manner?
0- Did you respond in a rude way?
1- Did you respond by giving good comments, defending your/the classmate point of view, or by giving insight?
0- Did you respond just because you needed to respond something?
Total: 8 points
We chose the progress questionnaire because it gives students the opportunity to review their own learning progress over the last few months or weeks. They can look to their written work like notebooks and work sheets or even portfolio, as well as their results in the activities and tests.
With this progress questionnaire they can assess themselves in the four skills that we are focusing on and also in other important aspects such as their pronunciation, grammar and vocabulary. This will help them to determine where do they need more effort to work on and will give a different point of view for the teacher.
We think this is the one that we should use because it gives students a global picture of their progress.
Questionnaire
Give a number from 1 to 10 depending on your progress through the course.
Speaking ___
Listening ___
Reading ___
Writing ___
Pronunciation ___
Grammar ___
Vocabulary ___
PLASCENCIA PARRA RAQUEL
Student Self Assessment of the Course
Name: _Plascencia Parra Raquel / 00281002_
Directions: Read the descriptions of tasks that you can do as a result of having coursed this subject and mark the appropriate areas that indicate how you rate yourself.
Description
You can do the following: Yes
No Comments
1. Explain in your own words how evaluation, assessment, testing and teaching relate in a classroom situation.
2. Design informal assessment techniques, an assessment plan and assessment instruments and forms to keep records.
3. Explain what a test is, analyze the different types of tests, and analyze a language test used in a school.
4. Identify the techniques used to assess the four skills and grammar and vocabulary as well in order to design a good language test.
5. Design an English exam using the appropriate techniques.
6. Handle some self-assessment techniques that allow students to assess their own performance in order to recognize that there is another source of information when assessing language students.
7. Develop a portfolio during the course that allows your performance and provides enough evidence to assess you fairly at the end of this course.
8. Be active and participatory when needed. This means that you read the material sent by the teacher, you looked for more information, and you participated in the discussion board and commented on your classmates’ postings.
9. Be aware of the activities for each unit, so you did on time your activities, they were concrete, clear and understood, no spelling mistakes, and your explanations reflected understanding.
10. Course again other subject without problems on the use of blackboard, for example to look for the material, to have a discussion board, to send the activities, to view your grades, etc.
1. This activity was very important for me because I didn’t notice the difference between those concepts till I made the exercise.
2. This activity wasn’t difficult to realize.
3. It was hard to understand the difference between the different types of tests but when I analyzed them in a real test, I could understand them better.
4. Since I had a part of this activity before, I didn’t have any problem while developing this activity.
5. I noticed the importance to design a test according to what we want to evaluate from our students.
6. I liked this activity because I noticed that we as future teachers need to have other instruments to evaluate our students, also it is very important to know their own opinion, and this will be done by a self-assessment.
7. This was my first time to develop an electronic portfolio and it wasn’t difficult, I found it interesting and funny, it’s a different way to demonstrate our performance throughout the course.
8. I always read the material and if I didn’t understand it, I looked for more information in order to clarify my doubts. Also, I always commented on my classmates postings in order to have a discussion to reflect our understanding.
9. I think I didn’t have any problem in this point. I always organized the dates when the activities had to be sent.
10. This wasn’t my first time coursing a blackboard subject. Even though I prefer presential classes I don’t have any problem coursing again any subject though Blackboard.
Total = 10 Points
SELF-ASSESSMENT OF THE COURSE
Group Performance Rating Scale
Directions: Use this form to give feedback about the performance in your group. Circle the appropriate number after each statement.
0 = Major Difficulty, 1 = Needs Improvement, 2 = Okay, 3 = Very Good, 4 = Excellent
1. All members participated in the group activities. 0 1 2 3 4
2. Members listened to others in the group. 0 1 2 3
4
3. Members helped and encouraged others in the group. 0 1 2 3
4
4. Group members stayed on the task assigned. 0 1 2 3 4
5. Group members worked well together. 0 1 2 3
4
6. No one dominated the group discussions. 0 1 2 3 4
7. Group members practiced the cooperative skills. 0 1 2 3 4
8. Group members did not use put-downs. 0 1 2 3
4
9. Group members were able to accept criticism. 0 1 2 3
4
10. Trust developed among group members. 0 1 2 3
4
Add all circled numbers for Total Score __34__ (out of 40)
RATING SCALE:
30 – 40 (out of 40) = 10 (Total)
21 – 30 (out of 40) = 7.5
11 – 20 (out of 40) = 5
1 – 10 (out of 40) = 2.5
Edgar Cárdenas
Self-assessment of the course
Regarding Assignments
3- Did all the assignments.
2- Did between 75 & 50 % of all the assignments.
1- Did less than half of the assignments.
Regarding Team working
2- Always there.
1- Only missed one or two teamwork sessions.
0- Missed more than two teamwork sessions.
Regarding Classmates Comments
2- Did you respond to your classmates when ask to?
1- Did you respond most of the times when ask to?
0- Did you respond very little or none at all?
2- Did you respond cordially?
1- Did you respond in a not so cordial manner?
0- Did you respond in a rude way?
1- Did you respond by giving good comments, defending your/the classmate point of view, or by giving insight?
0- Did you respond just because you needed to respond something?
Total: 8 points
Unit 6 reflection
Unit 6
This unit was very interesting for us because we could design an instrument that helped students self-assess themselves. It was good for us to be exposed to different methods and techniques because we as teachers need to know what students think about their own progress through the course. Also we learned to create a method, based on the existing ones, that help us to know how and what it need to be include in the self-assessment.
This unit was very interesting for us because we could design an instrument that helped students self-assess themselves. It was good for us to be exposed to different methods and techniques because we as teachers need to know what students think about their own progress through the course. Also we learned to create a method, based on the existing ones, that help us to know how and what it need to be include in the self-assessment.
lunes, 8 de noviembre de 2010
Unit 5 reflection
We liked this activity because when we were developing the test, we noticed that it is not as easy as we thought. While we were describing the process of the test, the evaluation and the specifications, it was very different of the notion we had. We learned that by testing our students, is very important to take into consideration the skills we are focusing on, the time to apply the test, the number of points that has each part of the test, but also in selecting the appropriate activities in order to evaluate our students. Even though we made a progress achievement test for first level of English, it is hard to design it, especially when it is applied after the unit is seen in classroom, so we looked for other activities that are different to the ones just seen but that are very similar to the topic, without giving tests to our students that hasn’t anything according to the unit and exercises seen.
unit 5
A Progress Achievement Test for 1st Level
Introduction
In this course we had to create a test for the 1st level of the UABC Language School Program. This test was destined to cover the skills and the knowledge that students had acquired during the course. This was a project where 3 teachers have contributed with decisions, designs, and revisions. And also the 3 teachers have contributed in the elaboration of the different parts of the test.
In this written we are going to describe first, the objectives of the program. Then, the specification of the test will be stated. Following this, we will present the test items with their answer. Also, we will discuss the scoring, and the revision from two moderators will be presented as a narration. Then, we will describe the process of the development of the test. And finally, we will include a section to analyse two individual items.
Objectives and analysis for testing purposes
This is a course where the skills are integrated, and it is focus on grammar, vocabulary, reading and writing as tools to develop the four skills. This is a low level course where different objectives for each skill have to be covered by the students.
For grammar, students have to be able to identify and use the verb tenses, auxiliaries and prepositions in written and oral form. For vocabulary, students have to be able to recognize and understand the use of nouns, verbs, prepositions and adjectives related to different topic such as food, trips, times of day, and vacations in written and oral form. For reading, students have to comprehend a text in order to infer the main ideas, and they have to look for specific information. For writing, students have to be able to write short paragraphs following a pattern of structure (title, introduction, body, and conclusion) using the correct form of grammar, spelling, and punctuation.
It was difficult to decide what to assess. First we had to make a list of what had been seen in the course in order to be able to choose the items that were include in the test. Then, we made a revision of text to see what items were already evaluated in order to avoid testing the same exercise again. In the next part of this written will be present the objectives and the specifications of the items.
Test Specifications
Grammar
Objective: To identify questions in the present and past tense with do/does and did, using the infinitive and the gerund.
Format: Find and correct the mistakes and write the correct form of the verb
Task: Find and correct the mistakes
Write the correct form of the verb
Time: 15 minutes
(2 exercises)
Vocabulary:
Objective: To use common nouns appropriately in written form.
Format: Fill in the blanks
Task: Use the appropriate nouns in the given text
Time: 10 minutes
(1 exercise)
Reading
Objective: To understand and look for specific information from common text of around 106 words.
Format: A narrative
Task: Multiple choice
Time: 15 minutes
(1 exercise)
Writing
Objective: To write a descriptive paragraph including the 4 main elements (title, introduction, body and conclusion).
Format: Prompts for a paragraph
Task: Write a descriptive paragraph
Time: 20 minutes
(1 exercise)
Description of Test Items
To test grammar, we decide to use two different exercises that cover the most relevant grammar structures from the unit. Students would have to know how to make basic questions in English, in present, past and future tenses. This section would be 40 points, giving 4 points for correct answer. They all have one possible answer.
To test vocabulary, we chose a fill in the blanks exercise where students have to select a noun given in a table. Students would prove the adequate use of nouns and understanding of time notion. . This section would be 20 points, giving 2 points for correct answer. They all have one possible answer.
To test reading, we decide to use a comprehension activity, a short and simple reading followed by five questions. This section would be 20 points, giving 4 points for correct answer.
To test writing, we opted for asking students to write a letter to their friends containing at least a small paragraph about a well know place in Mexico, a picture is provided so students that don’t really know the place can imagine and create a story.
This type of text was chosen for being representative of the type of texts students were exposed and were asked to write.
Answer Key and scoring
Answer key and scores
I. Grammar (40 points)
A) Find and correct the mistakes in these questions
1) Work 2) Study 3) Meet 4) Does 5) None
B) Complete each question with the correct form of the verb in parenthesis
1) To walk 2) To learn 3) Doing 4) To live 5) Sleeping
Score: 4 points each item with a total of 40 points
II. Vocabulary (20 points)
Complete the text “What I Regularly Eat” with the words from the chart below. Each word is used only once.
1) Breakfast 2) Eggs 3) Juice 4) Salad 5) Sandwich 6) Lunch 7) Dinner 8) Soup
9) Beans 10) Drumsticks
Score: 2 points each item with a total of 20 points
III. Reading (20 points)
Instructions: Read the text “Going on a picnic”. Circle the option that best responds the questions.
1) Answer a 2) Answer d 3) Answer b 4) Answer d 5) Answer c
Score: 4 points each item with a total of 20 points
IV. Instructions: Imagine that you went to the Teotihuacan ruins in Mexico, write a short letter (1 paragraph) to your best friend describing your experience. (The paragraph should contain: title, introduction, body and conclusion)
Rubrics for writing
Grammar Vocabulary Punctuation Paragraph Organization
Always uses correct grammatical patterns (5 pts.) Always shows appropriate use of vocabulary. (5 pts.) Shows full control of punctuation (5 pts.) Contains 4 of the 4 elements of the paragraph (Title, introduction, body and conclusion) (5 pts.)
Most of the time uses correct grammatical patterns (3-4 pts.) Frequently shows appropriate use of vocabulary. (3-4 pts.) Shows strong control of punctuation (3-4 pts.) Contains 3 of the 4 elements of the paragraph (Title, introduction, body and conclusion) (3-4)
Sometimes uses correct grammatical patterns. (1-2 pts.) Sometimes shows appropriate use of vocabulary. (1-2 pts.) Shows weak control of punctuation (1-2) Contains 1 or 2 of the 4 elements of the paragraph (Title, introduction, body and conclusion) (1-2)
Seldom uses correct grammatical patterns (0 pts.)
Seldom shows appropriate use of vocabulary. (0 pts.) Shows no control of punctuation (0 pts.) Contains none of the 4 elements of the paragraph (Title, introduction, body and conclusion) (0 pts.)
Score: Grammar: from 0 to 5/ Vocabulary: from 0-5/ Punctuation: from 0-5/ Paragraph Organization: from 0-5
Scoring from 0 to 20
Comments by moderators
This test was moderated by Marlene. She helped us to improve the test in the vocabulary section, we were using nouns and adjectives, but she told us to only use nouns so students don’t get confused, she took a look on the unit plan, and she agreed that our test covers the units, she also helped us to improve the last activity, by adding a parenthesis in the instructions, that way making the instructions more clear and also delimitating the exercise, because of the time limit.
Developing the Test: Describing the Process
To develop the test we had to make several steps in order to select the appropriate activities. First, we went back to our contents and objectives of the course we are designing. We decided to limit them more because there were too many and the students are graded since the beginning of the course. For our test, it was hard because we wanted to evaluate our students in everything but after discussing the pros and cons about it, we decided to have only four sections for the test, which are grammar, vocabulary, reading and writing. We decided not to include listening and speaking because in a test is very difficult to evaluate them in certain time, but those two skills are being evaluated in all activities since they started the course. Then, we discussed what kind of test we should use, but our decision was to use a progress achievement test because we want to see how our students are progressing in completing the course objectives.
Next, we worked on the specifications of the items. To assess reading, we decided to use a short text with some comprehension questions, so students will have to read it carefully and answer the questions in order to prove their understanding. For grammar, we included activities where students have to find the mistakes in the verbs and correct them, also fill in the blanks to complete with the correct form of the verb. To assess vocabulary, we also chose a fill in the blanks activity where students could prove that they use the appropriate nouns in the text given. For writing, a prompt to develop the task were given in order to set a context and to provide our students with some information about the requirements of the task and the scoring. To score this skill some rubrics were developed and make it more reliable when scoring.
After that, we made decisions regarding different things such as time and scores for each area covered in the test and the layout of the test. This test was given 60 minutes, and each section was divided as follows: grammar was giving 15 minutes, vocabulary with 10 minutes, reading 15 minutes and writing 20 minutes. The total exam will be 100 points which will be divided as follows: grammar with 40 points, and vocabulary, reading and writing with 20 points. As we already said before, we preferred not to include the speaking and listening activities in our test because we wouldn’t have enough time to finish the whole test, also because some students do their tests so fast that they want to finish with all the assignments, but the other students that hasn’t finish will have to skip that part in order to start the listening activity or the speaking one. These two skills are evaluated trough the progress of the activities done in class.
The evaluation of the test
This test is certainly almost the same as the activities seen on class, so students didn’t have to worry about different things that weren’t practiced on class. We decided to include just grammar, vocabulary, reading and writing because since it is a first level, students have to be able to understand the grammatical patterns of the language, they have to learn to read in order to learn more new vocabulary and also writing, to express their thoughts and ideas by writing them in a correct and organize way. We are not saying that listening and speaking are not as important as the ones mentioned but in this case, those skills are primarily practiced during class, not for the test, even though each unit has several dialogues to practice.
Items Analysis
We also had some difficulties to find the reading text. We had to look for texts for lower level with the possibilities to be exploited. We have to be very careful when choosing the text in order to have a successful exercise. We had to be sure there was only one correct answer possible. In item 5 we have an example.
Item 5 in the reading section is a multiple choice item with one correct answer and three distracters. It has been found in Literature that a good multiple choice item must have only one possible answer.
In was difficult too to design the writing item because we needed to create a situation where students feel self confidents and allow them to write a short paragraph of a letter. After seeing different options of written items we found out that the best for assess students was a letter. Other problem that we had was the rubrics because we had to consider that students are low level so we were not sure what areas would be include in the rubric. We had to go back and see the objectives of the course, so we could find what would be include in the rubric.
Universidad Autónoma de Baja California
Level #1
Progress Achievement Test
Name ________________________________________ Group__________ Date__/__/__
I- Grammar (40 points)
A) Instructions: Find and correct the mistakes in these questions. (Some questions may be correct)
1) How many hours a week does your teacher works?
2) When did you first studies English?
3) When did you met your best friend?
4) Why do it always rain on the weekend?
5) Did you have breakfast this morning?
B) Instructions: Complete each question with the correct form of the verb in parenthesis.
1) How old were you when you learned __________? (walk)
2) What do you want __________ in your English class? (learn)
3) What do you feel like __________ this weekend? (do)
4) Would you mind _________ on a boat? (live)
5) How much time do you usually spend _________? (sleep)
II- Vocabulary. (20 points)
Instructions: Complete the following text with the words from the chart below. Each word is used only once.
breakfast beans juice salad dinner
drumsticks lunch eggs sandwich soup
What I regularly eat.
I like to wake up early in the morning around 7:00am and have a complete __________ with pancakes, bacon, scrambled __________ and orange _________.
Then I go to work and around noon (12:00pm) I have my lunch break so I go to the cafeteria and get tuna __________ with salted crackers or a roast beef __________ with chips and a soda for __________.
Finally I get home around 6:00pm and meet my family for __________; we usually have chicken noodle __________, baked __________ and chicken __________.
III- Reading (20 points)
Instructions: Read the text “Going on a Picnic”. Circle the option that best responds the questions.
“Going on a Picnic”
Raquel and Claudia worked real hard all summer to prepare for the end of summer picnic. Raquel grew tomatoes and green peppers in her garden. Claudia lives on a farm and since the spring has been growing corn, lettuce, and grapes.
A week before the picnic both girls harvested and packed their produce. They decided that all of their hard work deserved a reward. They charged others for their produce. Savannah charged one dollar for one tomato or green pepper. Claudia charged one dollar for a head of lettuce, fifty cents for an ear of corn, and five cents for a grape.
1. Raquel grew ________ for the end of summer picnic.
a. tomatoes b. corn c. lettuce d. apples
2. Claudia grew ________ for the end of summer picnic.
a. tomatoes b. corn c. lettuce d. both b & c
3. Where does Claudia live?
a. Mattydale b. on a farm c. in the circus d. on a boat
4. If you were to go to the picnic and purchase 3 tomatoes and 3 ears of corn from the girls, how much would it cost?
a. $1.50 b. $3.50 c. $4.00 d. $4.50
5. If you were to go to the picnic and purchase 1 tomato, 1 pepper, 2 ears of corn, and 4 grapes from the girls, how much would it cost?
a. $2.20 b. $2.50 c. $3.20 d. $3.50
IV. Writing (20 points)
Instructions: Imagine that you went to the Teotihuacan ruins in Mexico. Write a short letter (1 paragraph) to your best friend describing your experience. (The paragraph should contain: title, introduction, body and conclusion)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
ANSWER KEY
I. Grammar (40 points)
A) Instructions: Find and correct the mistakes in these questions (Some questions may be correct):
1) Work
2) Study
3) Meet
4) Does
5) None
B) Instructions: Complete each question with the correct form of the verb in parenthesis:
1) To walk
2) To learn
3) Doing
4) To live
5) Sleeping
II. Vocabulary (20 points)
Instructions: Complete the text “What I Regularly Eat” with the words from the chart below. Each word is used only once.
1) Breakfast
2) Eggs
3) Juice
4) Salad
5) Sandwich
6) Lunch
7) Dinner
8) Soup
9) Beans
10) Drumsticks
III. Reading (20 points)
Instructions: Read the text “Going on a picnic”. Circle the option that best responds the questions.
1) Answer a
2) Answer d
3) Answer b
4) Answer d
5) Answer c
IV. Writing (20 points)
Instructions: Imagine that you went to the Teotihuacan ruins in Mexico, write a short letter (1 paragraph) to your best friend describing your experience. (The paragraph should contain: title, introduction, body and conclusion)
Writing Rating Sheet
20 Points
Grammar Vocabulary Punctuation Paragraph Organization
Always uses correct grammatical patterns (5 pts.) Always shows appropriate use of vocabulary. (5 pts.) Shows full control of punctuation (5 pts.) Contains 4 of the 4 elements of the paragraph (Title, introduction, body and conclusion) (5 pts.)
Most of the time uses correct grammatical patterns (3-4 pts.) Frequently shows appropriate use of vocabulary. (3-4 pts.) Shows strong control of punctuation (3-4 pts.) Contains 3 of the 4 elements of the paragraph (Title, introduction, body and conclusion) (3-4)
Sometimes uses correct grammatical patterns. (1-2 pts.) Sometimes shows appropriate use of vocabulary. (1-2 pts.) Shows weak control of punctuation (1-2) Contains 1 or 2 of the 4 elements of the paragraph (Title, introduction, body and conclusion) (1-2)
Seldom uses correct grammatical patterns (0 pts.)
Seldom shows appropriate use of vocabulary. (0 pts.) Shows no control of punctuation (0 pts.) Contains none of the 4 elements of the paragraph (Title, introduction, body and conclusion) (0 pts.)
Introduction
In this course we had to create a test for the 1st level of the UABC Language School Program. This test was destined to cover the skills and the knowledge that students had acquired during the course. This was a project where 3 teachers have contributed with decisions, designs, and revisions. And also the 3 teachers have contributed in the elaboration of the different parts of the test.
In this written we are going to describe first, the objectives of the program. Then, the specification of the test will be stated. Following this, we will present the test items with their answer. Also, we will discuss the scoring, and the revision from two moderators will be presented as a narration. Then, we will describe the process of the development of the test. And finally, we will include a section to analyse two individual items.
Objectives and analysis for testing purposes
This is a course where the skills are integrated, and it is focus on grammar, vocabulary, reading and writing as tools to develop the four skills. This is a low level course where different objectives for each skill have to be covered by the students.
For grammar, students have to be able to identify and use the verb tenses, auxiliaries and prepositions in written and oral form. For vocabulary, students have to be able to recognize and understand the use of nouns, verbs, prepositions and adjectives related to different topic such as food, trips, times of day, and vacations in written and oral form. For reading, students have to comprehend a text in order to infer the main ideas, and they have to look for specific information. For writing, students have to be able to write short paragraphs following a pattern of structure (title, introduction, body, and conclusion) using the correct form of grammar, spelling, and punctuation.
It was difficult to decide what to assess. First we had to make a list of what had been seen in the course in order to be able to choose the items that were include in the test. Then, we made a revision of text to see what items were already evaluated in order to avoid testing the same exercise again. In the next part of this written will be present the objectives and the specifications of the items.
Test Specifications
Grammar
Objective: To identify questions in the present and past tense with do/does and did, using the infinitive and the gerund.
Format: Find and correct the mistakes and write the correct form of the verb
Task: Find and correct the mistakes
Write the correct form of the verb
Time: 15 minutes
(2 exercises)
Vocabulary:
Objective: To use common nouns appropriately in written form.
Format: Fill in the blanks
Task: Use the appropriate nouns in the given text
Time: 10 minutes
(1 exercise)
Reading
Objective: To understand and look for specific information from common text of around 106 words.
Format: A narrative
Task: Multiple choice
Time: 15 minutes
(1 exercise)
Writing
Objective: To write a descriptive paragraph including the 4 main elements (title, introduction, body and conclusion).
Format: Prompts for a paragraph
Task: Write a descriptive paragraph
Time: 20 minutes
(1 exercise)
Description of Test Items
To test grammar, we decide to use two different exercises that cover the most relevant grammar structures from the unit. Students would have to know how to make basic questions in English, in present, past and future tenses. This section would be 40 points, giving 4 points for correct answer. They all have one possible answer.
To test vocabulary, we chose a fill in the blanks exercise where students have to select a noun given in a table. Students would prove the adequate use of nouns and understanding of time notion. . This section would be 20 points, giving 2 points for correct answer. They all have one possible answer.
To test reading, we decide to use a comprehension activity, a short and simple reading followed by five questions. This section would be 20 points, giving 4 points for correct answer.
To test writing, we opted for asking students to write a letter to their friends containing at least a small paragraph about a well know place in Mexico, a picture is provided so students that don’t really know the place can imagine and create a story.
This type of text was chosen for being representative of the type of texts students were exposed and were asked to write.
Answer Key and scoring
Answer key and scores
I. Grammar (40 points)
A) Find and correct the mistakes in these questions
1) Work 2) Study 3) Meet 4) Does 5) None
B) Complete each question with the correct form of the verb in parenthesis
1) To walk 2) To learn 3) Doing 4) To live 5) Sleeping
Score: 4 points each item with a total of 40 points
II. Vocabulary (20 points)
Complete the text “What I Regularly Eat” with the words from the chart below. Each word is used only once.
1) Breakfast 2) Eggs 3) Juice 4) Salad 5) Sandwich 6) Lunch 7) Dinner 8) Soup
9) Beans 10) Drumsticks
Score: 2 points each item with a total of 20 points
III. Reading (20 points)
Instructions: Read the text “Going on a picnic”. Circle the option that best responds the questions.
1) Answer a 2) Answer d 3) Answer b 4) Answer d 5) Answer c
Score: 4 points each item with a total of 20 points
IV. Instructions: Imagine that you went to the Teotihuacan ruins in Mexico, write a short letter (1 paragraph) to your best friend describing your experience. (The paragraph should contain: title, introduction, body and conclusion)
Rubrics for writing
Grammar Vocabulary Punctuation Paragraph Organization
Always uses correct grammatical patterns (5 pts.) Always shows appropriate use of vocabulary. (5 pts.) Shows full control of punctuation (5 pts.) Contains 4 of the 4 elements of the paragraph (Title, introduction, body and conclusion) (5 pts.)
Most of the time uses correct grammatical patterns (3-4 pts.) Frequently shows appropriate use of vocabulary. (3-4 pts.) Shows strong control of punctuation (3-4 pts.) Contains 3 of the 4 elements of the paragraph (Title, introduction, body and conclusion) (3-4)
Sometimes uses correct grammatical patterns. (1-2 pts.) Sometimes shows appropriate use of vocabulary. (1-2 pts.) Shows weak control of punctuation (1-2) Contains 1 or 2 of the 4 elements of the paragraph (Title, introduction, body and conclusion) (1-2)
Seldom uses correct grammatical patterns (0 pts.)
Seldom shows appropriate use of vocabulary. (0 pts.) Shows no control of punctuation (0 pts.) Contains none of the 4 elements of the paragraph (Title, introduction, body and conclusion) (0 pts.)
Score: Grammar: from 0 to 5/ Vocabulary: from 0-5/ Punctuation: from 0-5/ Paragraph Organization: from 0-5
Scoring from 0 to 20
Comments by moderators
This test was moderated by Marlene. She helped us to improve the test in the vocabulary section, we were using nouns and adjectives, but she told us to only use nouns so students don’t get confused, she took a look on the unit plan, and she agreed that our test covers the units, she also helped us to improve the last activity, by adding a parenthesis in the instructions, that way making the instructions more clear and also delimitating the exercise, because of the time limit.
Developing the Test: Describing the Process
To develop the test we had to make several steps in order to select the appropriate activities. First, we went back to our contents and objectives of the course we are designing. We decided to limit them more because there were too many and the students are graded since the beginning of the course. For our test, it was hard because we wanted to evaluate our students in everything but after discussing the pros and cons about it, we decided to have only four sections for the test, which are grammar, vocabulary, reading and writing. We decided not to include listening and speaking because in a test is very difficult to evaluate them in certain time, but those two skills are being evaluated in all activities since they started the course. Then, we discussed what kind of test we should use, but our decision was to use a progress achievement test because we want to see how our students are progressing in completing the course objectives.
Next, we worked on the specifications of the items. To assess reading, we decided to use a short text with some comprehension questions, so students will have to read it carefully and answer the questions in order to prove their understanding. For grammar, we included activities where students have to find the mistakes in the verbs and correct them, also fill in the blanks to complete with the correct form of the verb. To assess vocabulary, we also chose a fill in the blanks activity where students could prove that they use the appropriate nouns in the text given. For writing, a prompt to develop the task were given in order to set a context and to provide our students with some information about the requirements of the task and the scoring. To score this skill some rubrics were developed and make it more reliable when scoring.
After that, we made decisions regarding different things such as time and scores for each area covered in the test and the layout of the test. This test was given 60 minutes, and each section was divided as follows: grammar was giving 15 minutes, vocabulary with 10 minutes, reading 15 minutes and writing 20 minutes. The total exam will be 100 points which will be divided as follows: grammar with 40 points, and vocabulary, reading and writing with 20 points. As we already said before, we preferred not to include the speaking and listening activities in our test because we wouldn’t have enough time to finish the whole test, also because some students do their tests so fast that they want to finish with all the assignments, but the other students that hasn’t finish will have to skip that part in order to start the listening activity or the speaking one. These two skills are evaluated trough the progress of the activities done in class.
The evaluation of the test
This test is certainly almost the same as the activities seen on class, so students didn’t have to worry about different things that weren’t practiced on class. We decided to include just grammar, vocabulary, reading and writing because since it is a first level, students have to be able to understand the grammatical patterns of the language, they have to learn to read in order to learn more new vocabulary and also writing, to express their thoughts and ideas by writing them in a correct and organize way. We are not saying that listening and speaking are not as important as the ones mentioned but in this case, those skills are primarily practiced during class, not for the test, even though each unit has several dialogues to practice.
Items Analysis
We also had some difficulties to find the reading text. We had to look for texts for lower level with the possibilities to be exploited. We have to be very careful when choosing the text in order to have a successful exercise. We had to be sure there was only one correct answer possible. In item 5 we have an example.
Item 5 in the reading section is a multiple choice item with one correct answer and three distracters. It has been found in Literature that a good multiple choice item must have only one possible answer.
In was difficult too to design the writing item because we needed to create a situation where students feel self confidents and allow them to write a short paragraph of a letter. After seeing different options of written items we found out that the best for assess students was a letter. Other problem that we had was the rubrics because we had to consider that students are low level so we were not sure what areas would be include in the rubric. We had to go back and see the objectives of the course, so we could find what would be include in the rubric.
Universidad Autónoma de Baja California
Level #1
Progress Achievement Test
Name ________________________________________ Group__________ Date__/__/__
I- Grammar (40 points)
A) Instructions: Find and correct the mistakes in these questions. (Some questions may be correct)
1) How many hours a week does your teacher works?
2) When did you first studies English?
3) When did you met your best friend?
4) Why do it always rain on the weekend?
5) Did you have breakfast this morning?
B) Instructions: Complete each question with the correct form of the verb in parenthesis.
1) How old were you when you learned __________? (walk)
2) What do you want __________ in your English class? (learn)
3) What do you feel like __________ this weekend? (do)
4) Would you mind _________ on a boat? (live)
5) How much time do you usually spend _________? (sleep)
II- Vocabulary. (20 points)
Instructions: Complete the following text with the words from the chart below. Each word is used only once.
breakfast beans juice salad dinner
drumsticks lunch eggs sandwich soup
What I regularly eat.
I like to wake up early in the morning around 7:00am and have a complete __________ with pancakes, bacon, scrambled __________ and orange _________.
Then I go to work and around noon (12:00pm) I have my lunch break so I go to the cafeteria and get tuna __________ with salted crackers or a roast beef __________ with chips and a soda for __________.
Finally I get home around 6:00pm and meet my family for __________; we usually have chicken noodle __________, baked __________ and chicken __________.
III- Reading (20 points)
Instructions: Read the text “Going on a Picnic”. Circle the option that best responds the questions.
“Going on a Picnic”
Raquel and Claudia worked real hard all summer to prepare for the end of summer picnic. Raquel grew tomatoes and green peppers in her garden. Claudia lives on a farm and since the spring has been growing corn, lettuce, and grapes.
A week before the picnic both girls harvested and packed their produce. They decided that all of their hard work deserved a reward. They charged others for their produce. Savannah charged one dollar for one tomato or green pepper. Claudia charged one dollar for a head of lettuce, fifty cents for an ear of corn, and five cents for a grape.
1. Raquel grew ________ for the end of summer picnic.
a. tomatoes b. corn c. lettuce d. apples
2. Claudia grew ________ for the end of summer picnic.
a. tomatoes b. corn c. lettuce d. both b & c
3. Where does Claudia live?
a. Mattydale b. on a farm c. in the circus d. on a boat
4. If you were to go to the picnic and purchase 3 tomatoes and 3 ears of corn from the girls, how much would it cost?
a. $1.50 b. $3.50 c. $4.00 d. $4.50
5. If you were to go to the picnic and purchase 1 tomato, 1 pepper, 2 ears of corn, and 4 grapes from the girls, how much would it cost?
a. $2.20 b. $2.50 c. $3.20 d. $3.50
IV. Writing (20 points)
Instructions: Imagine that you went to the Teotihuacan ruins in Mexico. Write a short letter (1 paragraph) to your best friend describing your experience. (The paragraph should contain: title, introduction, body and conclusion)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
ANSWER KEY
I. Grammar (40 points)
A) Instructions: Find and correct the mistakes in these questions (Some questions may be correct):
1) Work
2) Study
3) Meet
4) Does
5) None
B) Instructions: Complete each question with the correct form of the verb in parenthesis:
1) To walk
2) To learn
3) Doing
4) To live
5) Sleeping
II. Vocabulary (20 points)
Instructions: Complete the text “What I Regularly Eat” with the words from the chart below. Each word is used only once.
1) Breakfast
2) Eggs
3) Juice
4) Salad
5) Sandwich
6) Lunch
7) Dinner
8) Soup
9) Beans
10) Drumsticks
III. Reading (20 points)
Instructions: Read the text “Going on a picnic”. Circle the option that best responds the questions.
1) Answer a
2) Answer d
3) Answer b
4) Answer d
5) Answer c
IV. Writing (20 points)
Instructions: Imagine that you went to the Teotihuacan ruins in Mexico, write a short letter (1 paragraph) to your best friend describing your experience. (The paragraph should contain: title, introduction, body and conclusion)
Writing Rating Sheet
20 Points
Grammar Vocabulary Punctuation Paragraph Organization
Always uses correct grammatical patterns (5 pts.) Always shows appropriate use of vocabulary. (5 pts.) Shows full control of punctuation (5 pts.) Contains 4 of the 4 elements of the paragraph (Title, introduction, body and conclusion) (5 pts.)
Most of the time uses correct grammatical patterns (3-4 pts.) Frequently shows appropriate use of vocabulary. (3-4 pts.) Shows strong control of punctuation (3-4 pts.) Contains 3 of the 4 elements of the paragraph (Title, introduction, body and conclusion) (3-4)
Sometimes uses correct grammatical patterns. (1-2 pts.) Sometimes shows appropriate use of vocabulary. (1-2 pts.) Shows weak control of punctuation (1-2) Contains 1 or 2 of the 4 elements of the paragraph (Title, introduction, body and conclusion) (1-2)
Seldom uses correct grammatical patterns (0 pts.)
Seldom shows appropriate use of vocabulary. (0 pts.) Shows no control of punctuation (0 pts.) Contains none of the 4 elements of the paragraph (Title, introduction, body and conclusion) (0 pts.)
viernes, 29 de octubre de 2010
Unit 4 reflexion
In this unit we learned how to design some reading, writing, listening and speaking (four skills) exercices to use on tests.
We noticed that is difficult to select the appropriate items to evaluate our students but we practiced how to select them according to what our students are learning and also in what we want to know about their progress.
We noticed that is difficult to select the appropriate items to evaluate our students but we practiced how to select them according to what our students are learning and also in what we want to know about their progress.
Unit 4
Reading Skill
Instructions: Read the next text about vacations and answer the following questions.
My Vacations to Florida
Have you ever been on a vacation? To me a vacation is a time to be with friends or family. When I think of vacations, I think of packing, the flight or drive, and relaxation. Not only is it very exciting to go on a vacation, but you also getting closer to the people that go with you.
Linda, my best friends´ mom, had asked me
in December, 2006, if I would want to go with their
family to Florida. When she asked me I thought she
was kidding, but when she said that she needed to
know because if I was going she needed to get me
an airplane ticket, I knew she was serious. I was so
excited I could have kissed her. I was going to Florida with my best friend, Lisa Rudrud, and her family. The people from Lisa´s family that were going were Tina, Randy, Ashley, and Linda. Tina is Lisa´s sister, Randy is Tina´s husband and Ashley is Tina´s daughter. Linda is Lisa´s mom and she was the only one out of all Lisa´s family I knew.
Comprehension questions:
1. Who is the best friend of her mom?
________________________________________________________________________________________________________________________________
2. With whom was she going to Florida?
________________________________________________________________________________________________________________________________
3. What is the name of Lisa’s sister?
________________________________________________________________________________________________________________________________
4. Where are they going to?
________________________________________________________________________________________________________________________________
5. Who was the only person that she didn´t know?
________________________________________________________________________________________________________________________________
6. Why are they going to that place?
________________________________________________________________________________________________________________________________
Writing Skill
Instructions: Imagine your e-pal is coming to visit you for the first time. You and a friend are meeting him/her at the airport. Write an e-mail describing yourself and your friend.
Example:
An e-mail describing people
Dear John,
I am meeting you at the airport at noon on Sunday. My friend is coming with me. Attached is a photo of both of us. As you can see, we’re both in our late teens. My friend is fairly tall and very pretty. She has …….
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Listening Skill
(Because we cannot send you an actual audio file, we are putting it here as a written one)
Instructions: Tell your students about your vacations to southern Mexico and tell them to answer some comprehension questions.
My Trip to the Maya Ruins of Mexico
I took a trip last September to visit the Mayan ruins of southern Mexico.
I flew into Cancun and then I took a bus to Chichen Itza, the most important archaeological zone in Yucatan. I was really exited to explore the ancient capital of the Mayan Empire and learn why it has been designated one of the modern wonders of the world. It’s a beautiful place and its extraordinary architectural beauty and geographical location leaved me in awe!
I went also to visit the cenote Ikil, it only was a 50-minute visit to this true nature wonder, but it was worth it, really beautiful place to swim. I had seen such a place like that ever in my life.
Now talking about the food there I had the opportunity to enjoy fresh salads, soups, rice, meat, chicken, fish, vegetables and other regional dishes. And while you are eating you'll enjoy a festive show in which the locals perform traditional dances to folklore music.
It was a really great experience in my life; I hope you all can have the opportunity to visit Chichen Itza at least once in your life; I’m actually planning on going there again pretty soon.
Oh! I took lots of photographs during my trip. I used a new Sony Mavica FD91 digital camera. It stores the pictures on 3.5" disks. I also had my old 35mm Minolta camera. The digital pictures are on the following pages.
www.myspace.com/myvacations
www.blogger.com/vacations
Comprehension questions:
1. ¿Which is the most important archaeological zone in Yucatan?
________________________________________________________________________________________________________________________________
2. ¿What activity can we performed in cenote Ikil?
________________________________________________________________________________________________________________________________
3. ¿What kind of food can you get there?
________________________________________________________________________________________________________________________________
4. ¿What can be enjoyed while eating?
________________________________________________________________________________________________________________________________
5. ¿What camera brands where used for the pictures?
________________________________________________________________________________________________________________________________
Speaking Skill
Instructions: Read the following dialogue with a partner and imagine it as if you were in that situation. Then, make two more dialogues with the giving situations, choose one and act it out in front of the class.
Example:
A wants to take the bus, but she finds herself short of small change, so she asks her friend B if he has some.
A: Do you have change for a dollar?
B: Yes, you're in luck. I do have some. What do you need it for?
A: I need some change for the bus.
B: How do you want it?
A: I need a couple of quarters and five dimes.
B finds a new job in New York and is about to move there. He doesn't want his friendship with A to drift apart. He wants to keep in touch.
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B wants to break up with his girlfriend because....
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
Instructions: Read the next text about vacations and answer the following questions.
My Vacations to Florida
Have you ever been on a vacation? To me a vacation is a time to be with friends or family. When I think of vacations, I think of packing, the flight or drive, and relaxation. Not only is it very exciting to go on a vacation, but you also getting closer to the people that go with you.
Linda, my best friends´ mom, had asked me
in December, 2006, if I would want to go with their
family to Florida. When she asked me I thought she
was kidding, but when she said that she needed to
know because if I was going she needed to get me
an airplane ticket, I knew she was serious. I was so
excited I could have kissed her. I was going to Florida with my best friend, Lisa Rudrud, and her family. The people from Lisa´s family that were going were Tina, Randy, Ashley, and Linda. Tina is Lisa´s sister, Randy is Tina´s husband and Ashley is Tina´s daughter. Linda is Lisa´s mom and she was the only one out of all Lisa´s family I knew.
Comprehension questions:
1. Who is the best friend of her mom?
________________________________________________________________________________________________________________________________
2. With whom was she going to Florida?
________________________________________________________________________________________________________________________________
3. What is the name of Lisa’s sister?
________________________________________________________________________________________________________________________________
4. Where are they going to?
________________________________________________________________________________________________________________________________
5. Who was the only person that she didn´t know?
________________________________________________________________________________________________________________________________
6. Why are they going to that place?
________________________________________________________________________________________________________________________________
Writing Skill
Instructions: Imagine your e-pal is coming to visit you for the first time. You and a friend are meeting him/her at the airport. Write an e-mail describing yourself and your friend.
Example:
An e-mail describing people
Dear John,
I am meeting you at the airport at noon on Sunday. My friend is coming with me. Attached is a photo of both of us. As you can see, we’re both in our late teens. My friend is fairly tall and very pretty. She has …….
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Listening Skill
(Because we cannot send you an actual audio file, we are putting it here as a written one)
Instructions: Tell your students about your vacations to southern Mexico and tell them to answer some comprehension questions.
My Trip to the Maya Ruins of Mexico
I took a trip last September to visit the Mayan ruins of southern Mexico.
I flew into Cancun and then I took a bus to Chichen Itza, the most important archaeological zone in Yucatan. I was really exited to explore the ancient capital of the Mayan Empire and learn why it has been designated one of the modern wonders of the world. It’s a beautiful place and its extraordinary architectural beauty and geographical location leaved me in awe!
I went also to visit the cenote Ikil, it only was a 50-minute visit to this true nature wonder, but it was worth it, really beautiful place to swim. I had seen such a place like that ever in my life.
Now talking about the food there I had the opportunity to enjoy fresh salads, soups, rice, meat, chicken, fish, vegetables and other regional dishes. And while you are eating you'll enjoy a festive show in which the locals perform traditional dances to folklore music.
It was a really great experience in my life; I hope you all can have the opportunity to visit Chichen Itza at least once in your life; I’m actually planning on going there again pretty soon.
Oh! I took lots of photographs during my trip. I used a new Sony Mavica FD91 digital camera. It stores the pictures on 3.5" disks. I also had my old 35mm Minolta camera. The digital pictures are on the following pages.
www.myspace.com/myvacations
www.blogger.com/vacations
Comprehension questions:
1. ¿Which is the most important archaeological zone in Yucatan?
________________________________________________________________________________________________________________________________
2. ¿What activity can we performed in cenote Ikil?
________________________________________________________________________________________________________________________________
3. ¿What kind of food can you get there?
________________________________________________________________________________________________________________________________
4. ¿What can be enjoyed while eating?
________________________________________________________________________________________________________________________________
5. ¿What camera brands where used for the pictures?
________________________________________________________________________________________________________________________________
Speaking Skill
Instructions: Read the following dialogue with a partner and imagine it as if you were in that situation. Then, make two more dialogues with the giving situations, choose one and act it out in front of the class.
Example:
A wants to take the bus, but she finds herself short of small change, so she asks her friend B if he has some.
A: Do you have change for a dollar?
B: Yes, you're in luck. I do have some. What do you need it for?
A: I need some change for the bus.
B: How do you want it?
A: I need a couple of quarters and five dimes.
B finds a new job in New York and is about to move there. He doesn't want his friendship with A to drift apart. He wants to keep in touch.
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B wants to break up with his girlfriend because....
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
sábado, 16 de octubre de 2010
Unit 3
TESTS
Proficiency tests
These tests are designed to determine the ability of people regarding in a particular language, but not considering previous training of the target language, this test is based on what participants are able to do in a language in order to be considered very capable. This test is often used to discover if the participant is able to fit into the needs or purpose wanted, it can be specific or more general.
• Example: A language knowledge test that we have to pass in order to be accepted in a university, like the test we do in Facultad de Idiomas U.A.B.C. or Cambridge First Certificate in English examination.
Achievement tests
These tests are related to language courses, and their purpose is to see how the students are progressing in completing the course objectives.
There are two kinds of these tests: final achievement and progress achievement tests. The final achievement tests, which content is related to the course, are the ones that are applied at the end of the course and they are written and given by superior official members, these are not done by the course teacher.
• Example: The final test in high schools in Mexican education system, they are sent from the state capital Mexicali.
The progress achievement tests are those applied during the course to measure student’s progress, their content is related to the course objectives.
• Example: A test for a specific unit from the course, this is applied after seen and reviewing the unit.
Diagnostic tests
These tests are applied to be aware of student’s weaknesses and strengths, this will help us to identify where students have problems so we can focus on the required skills.
• Example: A test done just to check how you are doing in all or some skills, it can be focus on reading, writing, listening, grammatical structures, and vocabulary.
Placement tests
These tests are designed to place students according to their level of language knowledge and command.
• Example: A test done by Centro de Idiomas U.A.B.C. to place students in the required level.
TESTING
Direct Testing
It’s the one that requires the candidate to perform precisely the skill that we wish to measure.
Indirect Testing
It’s the one that measures the abilities that underlie the skills in which we are interested.
Discrete Testing
It’s the one that refers to the testing of only one element at a time, item by item.
Integrative Testing
It’s the one where students have to demonstrate that they have the control over several aspects of language.
Norm-referenced Testing
It’s the one in which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured.
Criterion-referenced Testing
Is one that provides for translating test scores into a statement about the behavior to be expected of a person with that score or their relationship to a specified subject matter.
Objective Testing
It’s a test in which no judgment is required on the part of evaluator.
Subjective Testing
It’s a test in which the judgment is required on the part of evaluator.
Analysis of a Test.
1. What is the purpose of the test? It is to measure students’ performance on grammar and vocabulary.
2. Does it represent direct or indirect testing (or a mixture of both)? It represents direct testing because students need to perform the skills.
3. Are the items discrete point or integrative (or a mixture of both)? It is integrative because it contains two aspects of the language to work on.
4. Which items are objective, and which are subjectivity? All the activities are objective because the test doesn´t have the need the judgment of the teacher. There are no subjective activities.
5. Is the test norm-referenced or criterion-referenced? It is norm-referenced because the tested person is in a predefined population.
6. Does the test measure communicative abilities? Would you describe it as a communicative test? Justify your answers. No, because the test is focused on specific aspects of grammar and vocabulary.
7. What relationship is there between the answers to question 6 and the answers to the other questions? There is no relation between the answers because the test we chose is not focused on any communicative aspect of the language, just in a part of the structure.
Validity
It refers to the extent to which a test's content is representative of the actual skills learned and whether the test can allow accurate conclusions concerning achievement.
Reability
A reliable test should be a consistent measure of performance. In other words, the scores obtained by a student on one occasion should be very similar to those which would have been attained by the same student with the same level of language skills if the test were administered again on a different occasion.
Practicality
A test should be as economical as possible in terms of time and cost. Some considerations include administration, time, easy of marking and the reproduction of the test material. This is to make it simple and easy for both, students and the teacher.
Backwash effects
It refers to the effects a test has on teaching done prior to the test. This means that backwash is usually described as the effect that testing practices have on teaching practices. It is to quantify or directly describe such an effect. An important part of the description of a test is the description of any backwash effect that it hopes to have or is believed to have. It also depends on the ways in which teachers and learners interpret test requirements, and work with them in the classroom.
Proficiency tests
These tests are designed to determine the ability of people regarding in a particular language, but not considering previous training of the target language, this test is based on what participants are able to do in a language in order to be considered very capable. This test is often used to discover if the participant is able to fit into the needs or purpose wanted, it can be specific or more general.
• Example: A language knowledge test that we have to pass in order to be accepted in a university, like the test we do in Facultad de Idiomas U.A.B.C. or Cambridge First Certificate in English examination.
Achievement tests
These tests are related to language courses, and their purpose is to see how the students are progressing in completing the course objectives.
There are two kinds of these tests: final achievement and progress achievement tests. The final achievement tests, which content is related to the course, are the ones that are applied at the end of the course and they are written and given by superior official members, these are not done by the course teacher.
• Example: The final test in high schools in Mexican education system, they are sent from the state capital Mexicali.
The progress achievement tests are those applied during the course to measure student’s progress, their content is related to the course objectives.
• Example: A test for a specific unit from the course, this is applied after seen and reviewing the unit.
Diagnostic tests
These tests are applied to be aware of student’s weaknesses and strengths, this will help us to identify where students have problems so we can focus on the required skills.
• Example: A test done just to check how you are doing in all or some skills, it can be focus on reading, writing, listening, grammatical structures, and vocabulary.
Placement tests
These tests are designed to place students according to their level of language knowledge and command.
• Example: A test done by Centro de Idiomas U.A.B.C. to place students in the required level.
TESTING
Direct Testing
It’s the one that requires the candidate to perform precisely the skill that we wish to measure.
Indirect Testing
It’s the one that measures the abilities that underlie the skills in which we are interested.
Discrete Testing
It’s the one that refers to the testing of only one element at a time, item by item.
Integrative Testing
It’s the one where students have to demonstrate that they have the control over several aspects of language.
Norm-referenced Testing
It’s the one in which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured.
Criterion-referenced Testing
Is one that provides for translating test scores into a statement about the behavior to be expected of a person with that score or their relationship to a specified subject matter.
Objective Testing
It’s a test in which no judgment is required on the part of evaluator.
Subjective Testing
It’s a test in which the judgment is required on the part of evaluator.
Analysis of a Test.
1. What is the purpose of the test? It is to measure students’ performance on grammar and vocabulary.
2. Does it represent direct or indirect testing (or a mixture of both)? It represents direct testing because students need to perform the skills.
3. Are the items discrete point or integrative (or a mixture of both)? It is integrative because it contains two aspects of the language to work on.
4. Which items are objective, and which are subjectivity? All the activities are objective because the test doesn´t have the need the judgment of the teacher. There are no subjective activities.
5. Is the test norm-referenced or criterion-referenced? It is norm-referenced because the tested person is in a predefined population.
6. Does the test measure communicative abilities? Would you describe it as a communicative test? Justify your answers. No, because the test is focused on specific aspects of grammar and vocabulary.
7. What relationship is there between the answers to question 6 and the answers to the other questions? There is no relation between the answers because the test we chose is not focused on any communicative aspect of the language, just in a part of the structure.
Validity
It refers to the extent to which a test's content is representative of the actual skills learned and whether the test can allow accurate conclusions concerning achievement.
Reability
A reliable test should be a consistent measure of performance. In other words, the scores obtained by a student on one occasion should be very similar to those which would have been attained by the same student with the same level of language skills if the test were administered again on a different occasion.
Practicality
A test should be as economical as possible in terms of time and cost. Some considerations include administration, time, easy of marking and the reproduction of the test material. This is to make it simple and easy for both, students and the teacher.
Backwash effects
It refers to the effects a test has on teaching done prior to the test. This means that backwash is usually described as the effect that testing practices have on teaching practices. It is to quantify or directly describe such an effect. An important part of the description of a test is the description of any backwash effect that it hopes to have or is believed to have. It also depends on the ways in which teachers and learners interpret test requirements, and work with them in the classroom.
Reflection 3rd Unit
Unit 3 reflection
We learned to recognize the different types of tests; this will be very useful for us as teachers to apply the correct test to our students and class´ needs.
We have realized that it is important at the beginning of the course to diagnose our students in order to measure their general, or in some cases specific, knowledge.
And also in this course we have seen the characteristics of the test, this will be important to produce and apply tests correctly.
We learned to recognize the different types of tests; this will be very useful for us as teachers to apply the correct test to our students and class´ needs.
We have realized that it is important at the beginning of the course to diagnose our students in order to measure their general, or in some cases specific, knowledge.
And also in this course we have seen the characteristics of the test, this will be important to produce and apply tests correctly.
miércoles, 29 de septiembre de 2010
Reflection 2nd Unit
We have learned the importance of the learning objectives, in a unit. This gives us a clear idea of what are we going to see and what are we going to focus on. Also we have learned what is important to evaluate and how we are going to do it.
We worked on both formal and informal assessments, this is really important because now we can realize that both have the same importance in the course, one will make us evaluate students inside the classroom in a daily basis and the other will let us evaluate them in their performance, this of course will include tests and other activities.
Also we have learned on how to form our criteria for the evaluation on specific activities and what are the adequate instruments according with the skill we are working on.
Also it was really good to design the evaluation format, this will be very helpful in the future because it will help us gather the information from students.
We worked on both formal and informal assessments, this is really important because now we can realize that both have the same importance in the course, one will make us evaluate students inside the classroom in a daily basis and the other will let us evaluate them in their performance, this of course will include tests and other activities.
Also we have learned on how to form our criteria for the evaluation on specific activities and what are the adequate instruments according with the skill we are working on.
Also it was really good to design the evaluation format, this will be very helpful in the future because it will help us gather the information from students.
jueves, 23 de septiembre de 2010
Reflection 1st unit
We think that portfolios are a very important and useful tool for us as teachers because sometimes we need to go back to the material we used in other subjects, and they contain the most important information of the subjects, and also students will be aware of their own progress, this can be a really good source of motivation. It is a good idea to review them after finishing the course so we can see all our work and effort in it, and also we will need it in the future for consulting.
We think that assessment, testing and evaluation are techniques that we have to employ as teachers so we can follow and also have a good student evaluation and be aware of student’s learning process through the entire course. We have to make sure that we are using them in the correct way, we have to be very open to use our criteria, our sense of ethic and pretty much everything that makes us better as teachers and as persons, and of course everything that helps our students in their learning process.
We think informal assessment is a good tool for us as teachers because we can take notes on student’s behavior, responsibility sense participation in the class and attitudes. We evaluate them since the beginning of the class till the end of it, and through all the period, semester or year, and depending on the level. This is a very helpful tool for us and also for them because we can notice which students are doing good and bad in their assignments, and also we can notice where they need help. With this we can provide them with feedback whenever they want to. The good way about informal assessment is that we can work on the four skills, for their final portfolio, for presentations, or whatever we need to evaluate our student’s performance.
domingo, 12 de septiembre de 2010
UNIT 2
Informal assessment is one way in which us as future teachers can evaluate our students. How? Well we can take notes on their behavior, on which ones bring their homeworks, which ones participate or not and of course their attitude towards the subject and the teacher. We do evaluate them since the beginning of the class till the end of it, and throug all the period, semester or year, depending on the level. This is a very helpful tool for us and also for them because we can notice which students are doing good and bad in their assignments, also if they have problems in any topic, or how is doing the group, if all of them are doing the same at the same level. With this we can provide them with feedback whenever they want to. The good way about informal assessment is that we can do for the four skills, for their final portfolio, for presentations, or whatever we need to evaluate our student’s performance.
Linguistic factors Non-linguistic factors
• Speaking activities
• Pronunciation
• Fluency
• Self confidence
• Listening activities
• comprehension
• Listening for details in short dialogues
• Reading activities
• Fluency.
• Group reading
• Individual
• Silent reading
• Comprehension
• Writing activities
• Class activities
• Homework
• Brainstorming
• Fill up blanks
• Organize ideas
• Correct the facts
• Use of sentence structures (question form) • Attendance
• Punctuality
• Participation
• Respect
UNIT 1 Spending time
1.1 Identifying how people use time.
Learning objectives: Learners will ask questions in past tense using the different activities like filling the gaps, matching questions and answers, making up questions with the given words and finally practicing a short dialogue and sharing it in a respectful way.
1.2 Listen Exploring how people spend time on vacation.
Learning objectives: Learners will learn to ask for more information about people and their vacations, working in pairs, doing a reading followed up with a question making activity.
INFORMAL ASSESSMENT
We will be focused on the linguistic factors as speaking and listening because we considerer that these skills are the most important for the students in the acquisition of a second language.
1. Speaking: Students will be evaluated not only in their pronunciation but also in their relevance, accuracy and fluency, because it is important that they start to think in the second language so they will be able to say what they think without thinking it first in their native language.
2. Listening: Students will be evaluated on their comprehension in order to understand and respond some questions because this will prove that they are able to establish and comprehend a conversation, for example, or to face real situations in the second language.
These abilities are very important because what we do with language is to communicate with other so we need to learn to speak and listen in order to have a successful communication. So, if students notice that they are rewarding for participate in class they will want to take risk and speak in English during the class.
Secondly, we will be observing the non-linguistic factors such as attendance and general students’ attitudes like participation in class, respect and tolerance (to both students and teacher) and effort that will be part of their evaluation. This is because these are very important factors for the learner in the second language acquisition.
FORMAL ASSESSMENT
We would formally assess the following abilities based on the development of the students, in a written and oral form, and the skills to evaluate will be: speaking, listening, reading and writing.
We are giving the following test for each one of the skills.
1. Speaking: Students will be tested on answer to questions according with what has been seen.
2. Listening: Students will be evaluated with a question completing activity according to a dialogue.
3. Reading: Students will be given a questionnaire about a vacation reading that they will do and then, they will have to answer with related information.
4. Writing: Students will have to write down some questions related to activities that people do during a regular day.
Informal Assessment 30%
• Speaking 15
• Listening 15
Formal Assessment 70%
• Speaking 15
• Listening 15
• Reading 15
• Writing 15
• Homework 10
Activities and Instruments
Informal Assessment = 30%
a) Activities:
Listening:
• The students will answer related questions after listening to a day in the life recording conversation.
• The students write down the missing times after listening to a day in the life recording conversation.
• The students will complete questions after listening to a recorded interview about spare time and vacation time.
• The students will answer the questions they had completed in the last activity, listening again to the recorded interview.
10%
Speaking:
• The students will tell to a partner three things they did the day before.
• The student gives his/her opinion about the vacations interview.
• Then the student describes his/her last vacations.
10%
Evaluation
Criteria:
5- Very good listening comprehension, able to understand the conversations, and coherently speaking.
4 -Able to comprehend almost all conversations and speaks quiet coherently.
3 -Some difficulties in speaking and listening, maybe in one more than other, many errors in both, but student is able to decode and transmit the message.
2- Difficulty in one or both skills, student gets stuck at the moment of speaking and is almost incomprehensible, also cannot understand the messages in oral form.
1- Not able to use or comprehend the language.
Name Speaking (15%) Listening (15%) Final Grade Comments
Cárdenas Vega Edgar 5 4 27% He’s always trying to be better, just needs to focus more on getting on time
Plascencia Parra Raquel 4 4 24% One of the best students, very responsible
Torres Vélez Claudia 3 5 24% She needs to work on speaking, just little bit more practice.
Vizcarra Monarrez Marlene 2 1 9% She needs to work really hard on both skills, but she’s trying really hard
Linguistic factors Non-linguistic factors
• Speaking activities
• Pronunciation
• Fluency
• Self confidence
• Listening activities
• comprehension
• Listening for details in short dialogues
• Reading activities
• Fluency.
• Group reading
• Individual
• Silent reading
• Comprehension
• Writing activities
• Class activities
• Homework
• Brainstorming
• Fill up blanks
• Organize ideas
• Correct the facts
• Use of sentence structures (question form) • Attendance
• Punctuality
• Participation
• Respect
UNIT 1 Spending time
1.1 Identifying how people use time.
Learning objectives: Learners will ask questions in past tense using the different activities like filling the gaps, matching questions and answers, making up questions with the given words and finally practicing a short dialogue and sharing it in a respectful way.
1.2 Listen Exploring how people spend time on vacation.
Learning objectives: Learners will learn to ask for more information about people and their vacations, working in pairs, doing a reading followed up with a question making activity.
INFORMAL ASSESSMENT
We will be focused on the linguistic factors as speaking and listening because we considerer that these skills are the most important for the students in the acquisition of a second language.
1. Speaking: Students will be evaluated not only in their pronunciation but also in their relevance, accuracy and fluency, because it is important that they start to think in the second language so they will be able to say what they think without thinking it first in their native language.
2. Listening: Students will be evaluated on their comprehension in order to understand and respond some questions because this will prove that they are able to establish and comprehend a conversation, for example, or to face real situations in the second language.
These abilities are very important because what we do with language is to communicate with other so we need to learn to speak and listen in order to have a successful communication. So, if students notice that they are rewarding for participate in class they will want to take risk and speak in English during the class.
Secondly, we will be observing the non-linguistic factors such as attendance and general students’ attitudes like participation in class, respect and tolerance (to both students and teacher) and effort that will be part of their evaluation. This is because these are very important factors for the learner in the second language acquisition.
FORMAL ASSESSMENT
We would formally assess the following abilities based on the development of the students, in a written and oral form, and the skills to evaluate will be: speaking, listening, reading and writing.
We are giving the following test for each one of the skills.
1. Speaking: Students will be tested on answer to questions according with what has been seen.
2. Listening: Students will be evaluated with a question completing activity according to a dialogue.
3. Reading: Students will be given a questionnaire about a vacation reading that they will do and then, they will have to answer with related information.
4. Writing: Students will have to write down some questions related to activities that people do during a regular day.
Informal Assessment 30%
• Speaking 15
• Listening 15
Formal Assessment 70%
• Speaking 15
• Listening 15
• Reading 15
• Writing 15
• Homework 10
Activities and Instruments
Informal Assessment = 30%
a) Activities:
Listening:
• The students will answer related questions after listening to a day in the life recording conversation.
• The students write down the missing times after listening to a day in the life recording conversation.
• The students will complete questions after listening to a recorded interview about spare time and vacation time.
• The students will answer the questions they had completed in the last activity, listening again to the recorded interview.
10%
Speaking:
• The students will tell to a partner three things they did the day before.
• The student gives his/her opinion about the vacations interview.
• Then the student describes his/her last vacations.
10%
Evaluation
Criteria:
5- Very good listening comprehension, able to understand the conversations, and coherently speaking.
4 -Able to comprehend almost all conversations and speaks quiet coherently.
3 -Some difficulties in speaking and listening, maybe in one more than other, many errors in both, but student is able to decode and transmit the message.
2- Difficulty in one or both skills, student gets stuck at the moment of speaking and is almost incomprehensible, also cannot understand the messages in oral form.
1- Not able to use or comprehend the language.
Name Speaking (15%) Listening (15%) Final Grade Comments
Cárdenas Vega Edgar 5 4 27% He’s always trying to be better, just needs to focus more on getting on time
Plascencia Parra Raquel 4 4 24% One of the best students, very responsible
Torres Vélez Claudia 3 5 24% She needs to work on speaking, just little bit more practice.
Vizcarra Monarrez Marlene 2 1 9% She needs to work really hard on both skills, but she’s trying really hard
Unit 1
Assessment, Testing and Evaluation
Assesment is the process of observing learning, thats describing, collecting, recording, scoring, and interpreting information about a student's or one's own learning, so pretty much we can say will be the way that teachers evaluate students learning.
Theres formal and informal assessment, the informal one is the one inside the classroom with the teacher monitoring students and the reason for this one is to provide students helpful information that will help in formal tests and also and giving them feedback.
Testing is a part of the assessment, we can say tests are assessments made under contrived circumstances especially so that they may be administered.
Classroom relationship.
Assessments will go further than just measure learning.
What and how we assess, and how we communicate the results will send a clear message to students about what is worth learning, how it should be learned, and also how well we expect them to perform.
Teaching
Assessment Audit
For: My 1st grade class
Who are we doing this for? What do they need the information for? What kind of information do they need?
My students • It will enhance learning and personal satisfaction
• It will improve students overall motivation.
• It will improve the effectiveness.
• So they can be aware of their own progress.
• They will be aware of their strengths and weaknesses so they will know where to work on. • First of all they will need feedback.
• Oral and written comments and constructive critics.
• Examples from other similar works or tasks.
• Recommendations and tips to improve certain skills that need to work on.
Students’ parents and families • So they can guide their children in their learning.
• So they can know how to help them with homework.
• So they can motivate their children.
• So they can better understand their children.
• So they can help children in a specific skill.
• Feedback from their children.
• Reviews from their works.
• Report of their progress in every skill.
• An activities plan so they can follow their learning process as the class goes on.
Me (teacher) • So I can know about the progress achieved by our students during a certain period of time.
• So I can know on which skill we need to focus, depending on the students’ needs and progress.
• So I can assure that we are following the plan that is required by school. • I need opinions from my students so I can organize and know students’ priorities and needs.
• I will be grading the portfolio every certain time periods as evidence on the students’ progress.
• I need students’ feedback so that way I can improve the class overall.
• An evaluation of students about the class to know what do I need to improve.
Learning objectives
Unit 1 Spending Time
1.1 Identifying how people use time.
Learning objectives: Learners will ask questions in past tense using the different activities like filling the gaps, matching questions and answers, making up questions with the given words and finally practicing a short dialogue and sharing it in a respectful way.
1.2 Listen Exploring how people spend time on vacation.
Learning objectives: Learners will learn to ask for more information about people and their vacations, working in pairs, doing a reading followed up with a question making activity.
Assesment is the process of observing learning, thats describing, collecting, recording, scoring, and interpreting information about a student's or one's own learning, so pretty much we can say will be the way that teachers evaluate students learning.
Theres formal and informal assessment, the informal one is the one inside the classroom with the teacher monitoring students and the reason for this one is to provide students helpful information that will help in formal tests and also and giving them feedback.
Testing is a part of the assessment, we can say tests are assessments made under contrived circumstances especially so that they may be administered.
Classroom relationship.
Assessments will go further than just measure learning.
What and how we assess, and how we communicate the results will send a clear message to students about what is worth learning, how it should be learned, and also how well we expect them to perform.
Teaching
The activities of educating or instructing; activities that impart knowledge or skill; "he received no formal education"; "our instruction was carefully programmed"; "good classroom teaching is seldom rewarded"
Assessment Audit
For: My 1st grade class
Who are we doing this for? What do they need the information for? What kind of information do they need?
My students • It will enhance learning and personal satisfaction
• It will improve students overall motivation.
• It will improve the effectiveness.
• So they can be aware of their own progress.
• They will be aware of their strengths and weaknesses so they will know where to work on. • First of all they will need feedback.
• Oral and written comments and constructive critics.
• Examples from other similar works or tasks.
• Recommendations and tips to improve certain skills that need to work on.
Students’ parents and families • So they can guide their children in their learning.
• So they can know how to help them with homework.
• So they can motivate their children.
• So they can better understand their children.
• So they can help children in a specific skill.
• Feedback from their children.
• Reviews from their works.
• Report of their progress in every skill.
• An activities plan so they can follow their learning process as the class goes on.
Me (teacher) • So I can know about the progress achieved by our students during a certain period of time.
• So I can know on which skill we need to focus, depending on the students’ needs and progress.
• So I can assure that we are following the plan that is required by school. • I need opinions from my students so I can organize and know students’ priorities and needs.
• I will be grading the portfolio every certain time periods as evidence on the students’ progress.
• I need students’ feedback so that way I can improve the class overall.
• An evaluation of students about the class to know what do I need to improve.
Learning objectives
Unit 1 Spending Time
1.1 Identifying how people use time.
Learning objectives: Learners will ask questions in past tense using the different activities like filling the gaps, matching questions and answers, making up questions with the given words and finally practicing a short dialogue and sharing it in a respectful way.
1.2 Listen Exploring how people spend time on vacation.
Learning objectives: Learners will learn to ask for more information about people and their vacations, working in pairs, doing a reading followed up with a question making activity.
Team members
Team members
Edgar Iván Cárdenas Vega
Raquel Plascencia Parra
Claudia Ivonne Torres Vélez
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