M a r í a d e l A n g e l G a l l e g o s A c e v e d o / N o r m a G a r c í a G u e r r e r o /

S e l e n e J u á r e z R a m í r e z

PROPOSAL OF EVALUATION

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

assessment•

CONTENTS FROM THE BOOKMODULE TOPICS GRAMMAR VOCABULAR

YREADING LISTENING SPEAKING WRITING

4. Planet Earth

• Geography

• Envorinmental problems

• Conservation projects

• Eco-turism

• Endangered species

• Sources of energy

• Future tenses

• Time clauses

• Conditional tenses (Types 1 & 2)

• Articles – nouns - determiners

• Lexical set (geographical features)

• Words easily confused

• Lexical sets (animals, units of measurement)

• Four advertisements about volunteering for the environment

• A magazine erticle about endagered species

• People talking in different sistuations

• People talking in different aspects of life in the future

• Speculating and making a decision

• Comparing photographs (environmental problems & sources of energy)

• An e-mail based on prompts

• An article

5. That’s strange

•Mystery•Strange events•Places, buildings, landmarks•Crimes and criminals

•Past perfect simple- Past perfect progressive•Reported speech (statements, questions, commands and requests)

•Phrasal verbs with up•Expressions with the word time.

•An extract from the book THE PHANTOM OF THE OPERA•A newspaper article about an unusual burglar

•A tour guide giving information•A radio play•A radio programme about the Bermuda triangle

•Speculating and making a decision ( choosing which landmark to visit)•Talking about a strange event by expanding on input given

•A description of a place•A story

CONTENTS FROM THE BOOKMODULE TOPICS GRAMMAR VOCABULAR

YREADING LISTENING SPEAKING WRITING

6. On the move

•Travelling•Means of transport•Travel arangements•Space travel•Holiday destinations

•Passive Voice I•Clauses of reason, concession, purpose•Passive Voice II

• Words easily confused•Compound nouns•Nouns describing occupations•Prepositional phrases with at and in •Adjective suffixes

•An advertisement for a gruided bicycle tour•A magazine article about ‘beaming’ the transport of the future

•People talking in different situations•Six short conversations•People talking in different situations

•Comparing means of transport and discussing advantages and disadvantages•Comparing photographs-Discussing holiday destinations and holiday types

A paragraph expressing opinionAn essay expressing opinion

CONTENTS TO EVALUATEMODULE TOPICS GRAMMAR VOCABULAR

YREADING LISTENING SPEAKING WRITING

4. Planet Earth

• Geography

• Envorinmental problems

• Conservation projects

• Eco-turism

• Endangered species

• Sources of energy

• Future tenses

• Time clauses

• Conditional tenses (Types 1 & 2)

• Articles – nouns - determiners

• Lexical set (geographical features)

• Words easily confused

• Lexical sets (animals, units of measurement)

• Four advertisements about volunteering for the environment

• A magazine erticle about endagered species

• People talking in different sistuations

• People talking in different aspects of life in the future

• Speculating and making a decision

• Comparing photographs (environmental problems & sources of energy)

• An e-mail based on prompts

• An article

5. That’s strange

•Traditional test•Role play (news- top show- celebrity buzz)

•Past perfect simple•Past perfect continuous•Reported speech

•Phrasal verbs with up

•Feedback of the Role plays presented in class.

•Role play (news- top show or celebrity buzz)

•Answer a test

CONTENTS TO EVALUATEMODULE TOPICS GRAMMAR VOCABULAR

YREADING LISTENING SPEAKING WRITING

6. On the move

•Travelling•Means of transport•Travel arangements•Space travel•Holiday destinations

•Passive Voice I•Clauses of reason, concession, purpose•Passive Voice II

• Words easily confused•Compound nouns•Nouns describing occupations•Prepositional phrases with at and in •Adjective suffixes

•An advertisement for a gruided bicycle tour•A magazine article about ‘beaming’ the transport of the future

•People talking in different situations•Six short conversations•People talking in different situations

•Comparing means of transport and discussing advantages and disadvantages•Comparing photographs-Discussing holiday destinations and holiday types

A paragraph expressing opinionAn essay expressing opinion

DESIGN AN ADVERTISEMENT (POSTER)

PETROL VS ELECTRIC CARSOBJECTIVE: The students will design an advertisement to promote an electic car and persuade people to buy it.

STEPS TO FOLLOW:1. The students will work in groups of three and they will have to

design an advertisement to promote an electric car which does not damage the environment.

2. They have to take into a count: the car must appeal to mothers who want their family to be safe, men like to show off their car and drive fast, people like to drive their car over a long distance, people like to have space inside the car to carry many things, it is not expensive, some people like to take their car off road, and it does not pollute. The students will have to take into a count the rubric, too.

3. They have to present it in front of the class, their partners will give them feedback who in teams will evaluate the presentation by using the following rubric.

RUBRIC – PETROL VS ELECTRIC CARSCATEGORY 4 3 2 1

TitleTitle can be read from 6 ft. away and is quite creative.

Title can be read from 6 ft. away and describes content well.

Title can be read from 4 ft. away and describes the content well.

The title is too small and/or does not describe the content of the poster well.

GrammarThere are no grammatical mistakes on the poster.

There is 1 grammatical mistake on the poster.

There are 2 grammatical mistakes on the poster.

There are more than 2 grammatical mistakes on the poster.

AttractivenessThe poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Content / accuracy

At least 7 accurate facts are displayed on the poster.

5-6 accurate facts are displayed on the poster.

3-4 accurate facts are displayed on the poster.

Less than 3 accurate facts are displayed on the poster.

Knowledge gained

Student can accurately answer all questions related to facts in the poster and processes used to create the poster

Student can accurately answer most questions related to facts in the poster and processes used to create the poster.

Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster

Student appears to have insufficient knowledge about the facts or processes used in the poster.

Required elements

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Graphics originality

Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display.

One or two of the graphics used on the poster reflect student creativity in their creation and/or display.

The graphics are made by the student, but are based on the designs or ideas of others.

No graphics made by the student are included.

Graphics clarityGraphics are all in focus and the content easily viewed and identified from 6 ft. away.

Most graphics are in focus and the content easily viewed and identified from 6 ft. away.

Most graphics are in focus and the content easily viewed and identified from 6 ft. away.

Many graphics are not clear or are too small.

Labels All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Labels are too small to view OR no important items were labeled.

OUR PLANET IN DANGER (NEWSPAPER)

RUBRIC – OUR PLANET IN DANGERCATEGORY 4 3 2 1

Layout – headlines &

captions

All articles have headlines that capture the reader\'s attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic.

All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions.

Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions.

Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions.

Knowledge gained

All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper.

Articles – purpose

90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

Articles – supporting

details

The details in the articles are clear, effective, and vivid 80-100% of the time

The details in the articles are clear and pertinent 90-100% of the time.

The details in the articles are clear and pertinent 75-89% of the time.

The details in more than 25% of the articles are neither clear nor pertinent.

GraphicsGraphics are in focus, are well-cropped and are clearly related to the articles they accompany.

Graphics are in focus and are clearly related to the articles they accompany.

80-100% of the graphics are clearly related to the articles they accompany.

More than 20% of the graphics are not clearly related to the articles OR no graphics were used

Who, what, when, where &

how

All articles adequately address the 5 W\'s (who, what, when, where and how).

90-99% of the articles adequately address the 5 W\'s (who, what, when, where and how).

75-89% of the articles adequately address the 5 W\'s (who, what, when, where and how).

Less than 75% of the articles adequately address the 5 W\'s (who, what, when, where, and how).

Requirements All of the required content was present.

Almost all the required content was present.

At least 75% of the required content was present.

Less than 75% of the required content was present.

Articles - interest

The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers.

facts, figures, and/or word choices that make the articles interesting to readers.

The article contains some facts or figures but is marginally interesting to read.

The article does not contain facts or figures that might make it interesting to read.

UNIT 5This unit will evaluate by:• DIRECT TESTING (Criteria- reference testing)The students will design a Role play to present in the class.

• INDIRECT TESTING (Norm- refence testing)• The students will have 40 minutes to answer a

traditional test.

ROLE PLAY

• The students will work in groups of 3 or 4.

• They will choose one of these topics: News, Top show or a Celebrity buzz.

• They will design the role play and they have to take into account the next elements to evaluate:

1. Time: 5 minutes.2. Using Reported Speech and

Phrasal verbs with up3. Fluency, speak clearly and loudly.4. Coherence and knowlegde of the

topic5. Materials (costums, music,

photos,etc.)

OBJECTIVE: The student will improve speaking skill using Reported Speech and Phrasal Verbs.

• The role play is Criteria reference testing because evaluate the students can do. Also, the role play is a Direct Testing evaluating the use and production of the language.

• The tradicional test is Norm reference testing Use the four skills but and Writing skill.

UNIT 6 ON THE MOVE

• JUSTIFICATION:• Traditional Assessment: Traditional assessment:

Passive Voice 1 & 2 Techniques: Gap-filling, transformation and reformulation, reading comprehension

TOPIC: ADVANTAGES AND DISADVANTAGES ABOUT THE TRANSPORT OF THE FUTURE.

• Objective: The students will write an essay expressing opinion, using clauses of reason, concession and purpose.

• Instructions: 1.-The student will write an essay about advantages and

disadvantages about the transport of the future. 2.- The topic will be develop as follows: Introduction, The

body and Conclusion.3.- The student has to take into account: New technology,

transit and pollution.4.- They have to spend about 40 minutes on this task and

they should write at least 250 words, and they will be assessed with a rubric.

RUBRIC ESSAY: ADVANTAGES AND DISADVANTAGES ABOUT THE TRANSPORT OF THE FUTURE.

CATEGORY 4 3 2 1Focus & Details There is one clear,

wellfocused topic. Main ideas are clear and are well supported by detailed and accurate information.

There is one clear, wellfocused topic. Main ideas are clear but are not well supported by detailed information.

There is one topic. Main ideas are somewhat clear.

The topic and main ideas are not clear.

Organization The introduction is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong.

The introduction states the main topic and provides an overview of the paper. A conclusion is included.

The introduction states the main topic. A conclusion is included.

There is no clear introduction, structure, or conclusion.

Purpose of writing The author’s purpose of writing is very clear, and there is strong evidence of attention to audience. The author’s extensive knowledge and/or experience with the topic is/are evident.

The author’s purpose of writing is somewhat clear, and there is some evidence of attention to audience. The author’s knowledge and/or experience with the topic is/are evident.

The author’s purpose of writing is somewhat clear, and there is evidence of attention to audience. The author’s knowledge and/or experience with the topic is/are limited.

The author’s purpose of writing is unclear.

Supporting details The author uses vivid words and phrases. The choice and placement of words seems accurate, natural, and not forced.

The author uses vivid words and phrases. The choice and placement of words is inaccurate at times and/or seems overdone.

The author uses words that communicate clearly, but the writing lacks variety.

The writer uses a limited vocabulary. Jargon or clichés may be present and detract from the meaning.

Sentence Structure, Grammar,

Mechanics, & Spelling

All sentences are well constructed and have varied structure and length. The author makes no errors in grammar, mechanics, and/or spelling.

Most sentences are well constructed and have varied structure and length. The author makes a few errors in grammar, mechanics, and/or spelling, but they do not interfere with understanding.

Most sentences are well constructed, but they have a similar structure and/or length. The author makes several errors in grammar, mechanics, and/or spelling that interfere with understanding.

Sentences sound awkward, are distractingly repetitive, or are difficult to understand. The author makes numerous errors in grammar, mechanics, and/or spelling that interfere with understanding.

ALTERNATIVE ASSESSMENT TOPIC: TRAVELLING TO HISTORICAL PLACES

• Objective: The students will explain trough an oral presentation, the importance of travelling to historical places, using clauses of reason, concession and purpose.

• Instructions: 1.-The students will work in pairs and they’re going to talk

about the importance of travelling to historical places. 2.- They have to take into account: Discover new cultures,

traditions and beliefs, examples of historical facts of some places.

3.- They have to present their topic in front of the class and they’ll spend around 10 minutes talking about this and they will be assessed with a rubric.

RUBRIC ORAL PRESENTATION: TRAVELLING TO HISTORICAL PLACES

CATEGORY 4 3 2 1NONVERBAL SKILLS

EYE CONTACT Holds attention of entire audience with the use of direct eye contact, seldom looking at notes.

Consistent use of direct eye contact with audience, but still returns to notes.

Displayed minimal eye contact with audience, while reading mostly from the notes.

No eye contact with audience, as entire report is read from notes.

BODY LANGUAGE Movements seem fluid and help the audience visualize.

Made movements or gestures that enhances articulation.

Very little movement or descriptive gestures.

No movement or descriptive gestures.

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

ASSESSMENT: GRAMMAR AND VOCABULARY

II. Look at the following sentences and write questions using the passive form. As in the example. ______ / 7

8.- The prisoner was shot at 7 o'clock this morning. (ask when)

_________________________________________________________

9.- Tickets for the concert are sold at all large music stores. (ask where)

_________________________________________________________

10.- The new theatre will be built in five years' time (ask when)

_________________________________________________________

11.- Forty-seven people have been injured. (ask how many)

_________________________________________________________

12.- The plant has been moved because it wasn't getting enough light.

(ask why)

_________________________________________________________

13.- Portuguese is spoken in Brazil. (ask where)

_________________________________________________________

14.- Napoleon was known as Boney. (ask what)

_________________________________________________________

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EXAMPLE: George was taken to hospital because he had a heart attack. (ask why)

Why was George taken to hospital?

III. Choose the correct clause. Look at the example. _______ / 6

15.- She works hard _________ she can earn a living.

a) since b) although c) so that d) in order to

16.- _________ he was starving, he didn't take any of the food they offered him.

a) so as to b) although c) so that d) in order to

17.- He kept reading __________ finish his assignment.

a) so b) although c) in spite of d) in order to

18.- The burglar wore gloves _________leave any fingerprints.

a) so as not to b) even though c) in spite of d) so that

19.- __________feeling afraid, James went on the roller coaster.

a) as b) because c) in spite of d) in order to

20.- We will call him _________ he will be informed about this as well.

a) so as not to b) even though c) so that d) since

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EXAMPLE: I keep the window open so as to let fresh air in.

a) although b) so as to c) despite d) even if

IV. Fill in the correct word derived from the word in parentheses. Look at the example. _______ / 5

21.- They held a long (philosophy)______________ discussion about the subject.

22.- I haven't had a very (product) ____________________day.

23.- We visited a (history) ______________________ house last weekend.

24.- She cries a lot because she's really very (sense) _______________________.

25.- The school organises (education )___________________ visits.

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EXAMPLE: He is a very (ambition) ambitious man.