Activities and Scoring

Instruments

Teacher: Roxanna Correa

Authors : Valentina Iluf
Francisca Gonzlez Morales
Subject : Methodology

Concepcin, november 26th, 2014

AIM: SWBAT use can and cant to give information of different jobs (orally)
Activity 1: Instructional

Yes
Ss fill all the gaps
Ss ask for the Spanish
translation of the
jobs
Ss make mistakes
with the jobs
Ss comprehend the
text
to
answer
correctly
Ss can identify the
differents jobs

No

Most of the time

according to the info.

given
Ss understand the
info. given by the
teacher

Activity 2: Elicitative
Read the information below and answer true (T) or false (F) according to the information

Caterogy
Understand all
statement without
asking the teacher
Answer all statements
Commits mistakes

yes

no

Activity 3: Elicitative
Ss. will have to use the clues below to guess these job related words

Most of them

PILOT -CHEF- DOCTOR - DENTIST - FIREFIGHTER - WAITER - POLICEMAN REPORTER- TAXI RESTAURANTSCHOOL

Across
2. Who takes care of teeth?
4. Who cooks in a restaurant or hotel?
7. This person helps to keep us safe.
10. Who flies planes?
11. This person reports the news on radio or TV.

Down
1. Who fights fires?
3. What does a taxi driver drive?
5. This person treats patients at the hospital.
6. Who works in a restaurant, but is not a cook?
8. Where does a teacher work?
9. Where does a waiter work?

Category

Yes

No

Most of the time

Ss fill all the gaps

Ss ask for the Spanish
translation of the
jobs
Ss make mistakes
with the jobs
Ss comprehend the
text
to
answer
correctly
Ss can identify the
differents jobs
according to the info.
given
Ss understand the
info. given by the
teacher

Activity 4: Experiential
Answer this question with your classmate next to you, when you were a kid what was your dreamed job? Why?
Categories
vocabulary
Pronunciation and
intonation
Grammar
Understanding and
communication

Activity 5: Elicitative

You have to give information and characteristics about the occupation according to the box that you are going to have
during the game.

Categories

vocabulary
Pronunciation and intonation
Grammar
Understanding and communication

Activity 6: Elicitative
Lets play a game, with the clues that you are going to provide the other classmates have guess the profession.
Categories

vocabulary
Pronunciation and intonation
Grammar
Understanding and communication

Activity 7: Experiential
For next class, you will have to explain one job that you are familiar with, you can use images and ppt to support your
ideas.

Category
Understand all statement without asking the teacher
Answer all statements
Commits mistakes

yes

no

Most of them

AIM: SWBAT to discuss about the movie subject using Present Perfect (orally)
I.

WATCH THE MOVIE SEGMENT AND WRITE DOWN HE IF THE ACTIVITY WAS PERFORMED BY THE MALE CHARACTER. WRITE SHE IF
SHE DID IT. THE MAIN CHARACTERS USED TO BE LOVERS BUT THEY HAVE SPENT THE PAST 5 YEARS APART, DOING DIFFERENT
THINGS.

HTTP://MOVIESEGMENTSTOASSESSGRAMMARGOALS.BLOGSPOT.COM/SEARCH/LABEL/PRESENT%20PERFECT

ACTIVITY 8: INSTRUCIONAL
HE/SHE

ACTIVITIES

1.
2.
3.
4.
5.

VISIT PARIS
INTERVIEW SEVERAL PEOPLE
SEE THE KIDS PLAY BASEBALL
TRAVEL TO THIRD WORLD COUNTRIES
BROADCAST NEWS AS AN ANCHOR

6.
7.
8.
9.
10.

TRAVEL TO NEW YORK

DRIVE ACROSS THE DESERT
GO ON A SAFARI
GO TO FANCY PARTIES
TEACH NEEDY CHILDREN IN AFRICA

yes

no

Most of them

Understand all statement without asking the teacher

Answer all statements
Commits mistakes

ACTIVITY 9: ELICITATIVE
II.
NOW WRITE DOWN WHAT BOTH OF THE THEM HAVE DONE WHILE THEY HAVE BEEN AWAY FROM EACH OTHER.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

SHE HAS VISITED PARIS

Category
Write sentences using Present Perfect
Present the ideas in order
Use vocabulary (words) that expresses the meaning
Write using the proper auxiliary according to the pronoun

YES

NO

ACTIVITY 10: ELICITATIVE

III.
WORK IN PAIRS AND DISCUSS THE FOLLOWING QUESTIONS:
1. HOW DIFFERENT HAVE THEIR LIVES BEEN?
2. WHO HAS HAD A HAPPIER LIFE? WHY?
3. WHAT KIND OF LIFE WOULD YOU RATHER HAVE? HIS OR HERS? WHY?
4. DO YOU THINK THAT SUCH DIFFERENT COUPLE CAN BE HAPPY TOGETHER? EXPLAIN IT.
Analytic Rubric for speaking activities

To be improved(2)
-

Fluency

Accuracy

Confidence

Performance Skills

Average(4)

Advanced(6)

Pronouncing individual words in phrases or sentences in

isolation
Producing speech with long
hesitations
Speaking too slowly
Pronouncing most words
incomprehensibly
Using isolated words or
sentence fragments
Making many grammatical
errors which obscure meaning Making no use of cohesive
devices to connect ideas
Using very limited vocabulary
to express ideas and feelings
Speaking in volume which is almost inaudible
Being nervous or standing still
without attending to audience
(e.g. no eye-contact)
Skipping unknown words
Very unwilling to speak up or perform in class

Attempting to speak in meaningful chunks

Producing
speech
frequently
disrupted by hesitations as students
search for correct form of
expression
Speaking generally at normal speed
Using simple sentences
Making some grammatical errors which obscure meaning
Making little use of cohesive devices
to connect ideas
Using basic vocabulary to express
ideas and feelings
-

Producing connected speech

Producing speech occasionally
disrupted by hesitations as
students search for correct form
of expression
Varying speed to convey intended
meanings and feelings
Using a variety of sentences
Making few grammatical errors
which do not interfere with the
message
Making good use of cohesive
devices to connect ideas
Using vocabulary sufficient to
express ideas and feelings

Speaking in soft voice

Making some use of body language to help express ideas and feelings
(e.g. eye-contact)
Making little effort to pronounce unfamiliar words
Sometimes unwilling to speak up or perform in class

Speaking clearly and loudly

Making good use of body language
to help express ideas and feelings
(e.g. good eye-contact)
Making good effort to pronounce
unfamiliar words
Willing to speak up or perform in
class

Speaking without attending to content or meaning

Having no idea to use tone to
convey meanings or feelings
-

Making some use of gestures and / or facial expression to convey

meaning and intonation
Making little effort to use tone to convey meanings or feelings

Making good use of gestures and

facial expression to convey
meaning and intonation
Varying tone to convey intended
meanings or feelings