2. The assessment plan

ASSESSMENT PLAN

LINGUISTIC FACTORS

Speaking activities

· Pronunciation of past sentences with -ed

· Fluency at time of giving news and responses

· Relevance in context about showing interest and surprise

· Intonation in short questions

· Accuracy with the use of narrative tenses

Listening activities

· Accuracy in the information about the three different stories

· Listening for correction of mistakes in sentences

Reading activities

· Fluency for the text The Blind Assassin

· Use of skills: main idea, opinion, skimming and scanning

· Individual reading

· Silent reading

Writing activities

· Fill in the blanks

· Answer questions

· Construct sentences

· Small compositions

· Correct mistakes

NON-LINGUISTIC FACTORS

·Effort

·Participation

·Pair works

·Organization

·Attendance

·Paying attention

AMERICAN HEADWAY 4

OXFORD UNIVERSITY PRESS

LEVEL 5

UNIT 3 WHAT A STORY!

1.1 Narrative tenses and questions about amazing stories.

Learning objectives: Learners are going to predict a story from some titles and write some questions about what they would like to know, and then they will listen to three conversations about story titles and answer their questions. They will give news about stories they already know and respond questions asked by partners; using narrative sentences to describe specific situations or events and the past; simple, continuous and perfect to create questions according to the information.

1.2 Read an extract of The Blind Assassin to see the past tenses working on a real text.

Learning objectives: Learners will read a piece of text which is not extensive. They are expected to answer some questions about it. Some vocabulary is provided in order to get a complete sense of the reading and their opinion is asked to corroborate the understanding.

1.3 Showing interest and surprise.

Learning objectives: Learners will use echo questions and reply questions in order to show interest and surprise. They are going to practice with a partner saying surprising things; paying particular attention to the stress and intonation on short questions as; she has? He does? She did? You are? And so on.

INFORMAL ASSESSMENT

What would be assessed informally in a normal classroom situation?

We will focus in the reading and speaking skills because these are the one that we use the most in the classroom.

Ø  In reading we are going to assess: if the student makes the correct intonation while reading, if he can use certain micro skills depending of the needs of the text.

Ø  In speaking we will assess: pronunciation, participations, fluency, coherence and accuracy.

These abilities are important because these are the most used skills during the class and as we saw we must collect data daily from our students’ behaviors and achievements during the course. Also we saw that in informal assessment, speaking is the most important skill to evaluate; because if the students get motivate by positive reinforcement when using English in the classroom they will get encourage to keep doing it.

We need to give some points to the non-linguistic factors like pronunciation, participation, and fluency because if we do this students will start to give their opinions during the classes.

Participation will be the primordial fact that will lead us to the conclusion whether the students are involved in the class or not.

FORMAL ASSESSMENT

What would be assessed formally?

As we already saw in formal assessment we must have numbers so one of the principal tools for this is the test. We can apply tests in different areas but now we will focus on: grammar, vocabulary, reading comprehension, and writing comprehension.

1. Grammar: it can be done by matching the present tense of a verb with its past form, also multiple choice tests can be used for.

2. Vocabulary: we can achieve this with filling the gaps test.

3. Reading comprehension: with true or false, a set of questions about the text that the student read.

4. Writing comprehension: it will be evaluated by filling the gaps, or paraphrasing tests.

What would be the weight?

Informal Assessment 35 %

Participation 10%

Speaking (fluency and pronunciation) 25%

Formal Assessment 65%

Grammar 20%

Vocabulary 15%

Reading 15%

Writing 15%

García Rubio Jesús Aldair.

Miranda Ruiz Levid Armando.