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Assessment ll:

Speaking and Writing


communicative tasks

Student's name: -Luis


Gutirrez O.
-Alexa
Reichelt B.

Methodology of teaching English as a Foreign Language


Concepcin, Monday October 1
Task Required.
1. Propose at least two different communicative tasks related to an ability i.e.
Listening, Speaking, Reading or Writing
2. Focus on a system of language i.e. Grammar, Phonology, Vocabulary) which
the tasks will exploit.
3. Include an aim for the class or classes.
4. Adapt scoring instruments (rubric) related to each task.
1.1 First Communicative Task (Speaking):
Unit 4: Exploring other cultures
Context: A hypothetical class of 30 students from 1 Medio will be asked to do,
in pairs, a role play. All of this based on Programa de estudio, Primer ao Medio,
Ingls proposed by Ministerio de Educacin de Chile.
Time required for evaluation: It will take two classes of 60 minutes to
evaluate all the presentations.
Communicative Aim:
Students should be able to communicate in English applying a thematic
vocabulary and structures to talk about future plans. They should be able to
produce phrases and simple sentences to communicate each other in a
comprehensible way.
Task:
1. You have to pretend that you are exchange student from a different country.
Create a conversation in which you and your partner should talk about different
aspects of the chosen nation such as: culture, costumes and typical food.
2. You must include sentences reviewed in the unit, such as: use of connectors
(that, when, who, whom) to give coherence to their ideas.
3. The presentation should take at least 5 minutes for each pair.
4. Each of you need to characterize according to the culture.

Rubric.
Subject

: English

Grade: 1 Medio.

Unit

:4

Name of the Unit

: Explorando otras culturas

Score: ____of 32

Task
: The students have to pretend that they are exchange
student from a different country and create a conversation.
Teachers name

Students name

Criteria

8-7

6-5

4-3

2-1

Use of
English
(Vocabul
ary)

Student
manifests a
great use of the
language (wide
range of
vocabulary)

Student
manifests a
good use of the
language
(Decent range
of vocabulary)

Student
manifests a
regular use of
the language
(Basic range of
vocabulary)

Student needs
reinforcement in
the use of
language (poor
use of
vocabulary)

Content
managem
ent

Student
demonstrates a
great content
management
and proper
ideas.

Student
demonstrates a
decent content
management
and
organization of
the ideas.

Student
demonstrates
basic
explanations.
Contents need
more
organization.

Student
demonstrates a
low content
management of
the ideas. There
is no clear
organization.

Body
Language

Student
expresses a
great
representation
and respect for
the chosen
culture.

Student
expressed a
well acting role
and the
personification
is good
represented.

Student
expressed a
decent acting
and
personification
of the chosen
culture.

Student
expressed poorly
the
personification of
the chosen
culture.

Task
completio
n

Student disguise
properly
according to the
chosen culture.
Excellent use of
support
resources and
materials.

Student
disguise
decently
according to the
chosen culture.
Well use of
support
resources and
materials.

Student exposes
a poor disguise
according to the
chosen culture.
Deficient use of
support
resources and
materials.

Student exposes
no use of
resources
according to the
chosen culture.
No use of support
resources and
materials.

Total
points

2.1 Second Communicative Task


Unit 1: Personajes y lugares que marcan tendencia entre los jvenes
Context: A hypothetical class of 30 students from 1 Medio will be asked to
write brief biography about a person or celebrity of their choice. All of this based
on Programa de estudio, Primer ao Medio, Ingls proposed by Ministerio de
Educacin de Chile.
Communicative Aim:
Students should be able to create an accurate piece of writing by using grammar
structures, tenses and vocabulary (adjectives, superlatives, adverbs, etc).
Task.
You need to write a brief biography about a person or celebrity of your choice.
This person must be someone that you admire. She/he can be a famous singer,
a movie star, a musician, a politician, a sportsman, a fiction character or even a
relative.
1. The length of the biography should be no more than one page, or 300-350
words.
2. You need to select the information that they are going to use, make it
interesting. Check information with a reliable source.
3. You need to use all or most of the vocabulary and the grammatical structures
seen in the Unit 1.
4. You will have one week to do the task. They have to the deliver the paper
printed.

Recommendations:
1. You must write the biography considering a timeline; place, year of birth,
childhood, youth or adult (in that order) anecdotes or fact (if relevant).
2. You must write the biography, avoid copy and paste, if plagiarism is discovered,
the task will not be considered and you will get the lowest mark.

Rubric.
Subject

: English

Unit

Grade: 1 Medio. Score: ____of 20

:1

Name of the Unit : Personajes y lugares que marcan tendencia entre los
jovenes
Task
your choice.

: Write a brief biography about a person or celebrity of

Teachers name :
Students name :

Criteria.

Score.
4

GRAMMAR

Student is
able to use
most of the
grammatical
structures
seen in classes
accurately.

Student is able
to use some of
the
grammatical
structures
seen in
classes.

VOCABULAR
Y

Student
demonstrates
brilliant use of
the vocabulary
seen in
classes, and
was able to
use new

Student
demonstrates
an acceptable
use the
grammatical
structures
seen in
classes.
Student
demonstrates
a proper use of
the vocabulary
seen in
classes, with
no proofs of
new

Student
demonstrates
a poor use of
the
grammatical
structures
seen in
classes.
Student
demonstrates
a deficient use
of the
vocabulary
seen in
classes.

Student is not
able to
demonstrate a
satisfactory
use of the
vocabulary
seen in
classes.

USE OF
RESOURCES

STRUCTURE

LENGTH

vocabulary
accurately.
Student is able
to select and
connect
interesting
information
accurately
Student
demonstrates
an accurate
time line in the
task.
Student fulfils
the length
boundaries.

vocabulary.
Student is able
to select
interesting
information
with an
acceptable
connection.
Student
demonstrates
an acceptable
time line in the
task.
Student
present 90% 99% of the
length
required.

Student
demonstrates
an acceptable
choice and
connection of
the
information.
Student
demonstrates
a deficient
timeline in the
task.
Student
present 70%
-89% of the
length
required.

Student is not
able to select
and connect
interesting
information.

Student did
not
demonstrate a
time line in the
task.
Student
Present 50% 69% of the
length
required.

Total Points
Observations:

References.
Information extracted from; Programa de estudio, Primer ao Medio, Ingls proposed by
Ministerio de Educacin de Chile.
https://uvirtual2.ucsc.cl/pluginfile.php/527066/mod_resource/content/0/Communicative
%20Activities%20-%20Scrivener.pdf
http://www.curriculumenlineamineduc.cl/605/articles-30013_recurso_31.pdf

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