Evaluating The Simple Past Tense

Written Assessment – The Simple Past Tense

A- Write about these people:

Names: Larry, Moe and Curly
Profession: actors
Country: the U.S.A.
……………………………………………
……………………………………………
……………………………………………


Name: Diana Spencer
Profession: teacher
Country: England
……………………………………………
……………………………………………
……………………………………………



Name: Agnes Gonxha Bojarchiu
Profession: nun
Country: Albania
……………………………………………
……………………………………………
……………………………………………



Name: Charles Gardès
Profession: singer
Country: France
……………………………………………
……………………………………………
……………………………………………


B- Answer:

1. Was Charles Gardès from France? ……………………………………………
2. Were the three stooges from England? ………………………………………
3. Was Agnes a teacher? ………………………………………………………………
4. Were Charles Gardès and Diana Spencer from Brazil? …….…………
5. Was Diana Spencer from England? ……………………………………………
6. Was Agnes Bojarchiu a nun? ……………………………………………………
7. Were the three stooges actors? …………………………………………………
8. Was Charles Gardès a singer? ……………………………………………………
9. Was Agnes from Poland? …………………………………………………………
10. Were the three stooges from the U.S.A.? …………………………………


C- Read and Answer:

Federico Garcia Lorca

Federico was born in Fuente Vaqueros in 1898. He went to New York in June, 1929 to study English. He was there for ten months.

He visited a lot of places in New York: Wall Street, the Zoo and Coney Island, a popular beach.

Federico described the city in Poeta en Nueva York. He also made a drawing of the city: it showed his face, the animals and blocks of flats.


1. When was Federico Garcia Lorca born? ………………………………………
2. Where was Federico Garcia Lorca born? ………………………………………
3. Was he born in Perico? ……………………………………………………………….
4. Where did he go in 1929? ……………………………………………………………
5. Why did he go to New York? ………………………………………………………
6. What places did he visit? …………………………………………………………….
7. Did he make a drawing of the city? ………………………………………………
8. What did it show? ……………………………………………………………………..

D- Write a short biography:

Pope John Paul II
1920-2005

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-Remember that you have to practice these activities with your students before using this evaluation instrument.

Miss C_D1

Factors Affecting Learning:

COGNITIVE	AFFECTIVE
-Overgeneralizations. -Presentation of Material. -Previous knowledge of the language. -The ability to conceptualize. -Teacher preparation. -T Methods. -Techniques used in the class. -Exposure to L2. -L1 awareness.	-Self confidence. -Academic Self-Confidence -Risk taking. -Internal motivation. -External motivation. -Anxiety -Family pressure. -Personal growth. -Boredom. -Teacher’s personality. -Group work.
SOCIAL	DEVELOPMENTAL
-Policies -Physical environment (class atmosphere). -Mass media. -Immigration policies. -Access to T resources in rural areas.	-Nutrition. -Level of Intellectual Development -Age. -Gender. -Maturity. -Attention span

- There are many factors that can affect learning, and they can be identified as the chart above shows. The importance of factors that affect learning is to know about this in order to provide our students with planned lessons to facilitate learning.

Miss C_D1

2nd Activity - Third Conditional

The Unsent Poem

Level: 3^rd of Polimodal

This is also a good activity to practice reading, listening and comprehension.

First give your students a copy of the Unsent Poem by Brandon. Ask them to listen to the pronunciation while you read the poem, you can also make gestures. Then ask them to go through the poem and guess what the poem is about. If they don’t understand it then ask them to work with vocabulary. Finally, you can practice reading before working with the third conditional.

The Unsent Poem
Favorite song plays in the background
Every lyric reminding me of you
Conversations running through my head
So many things that I wish you knew
Everytime that you brought me happiness
I just never quite knew what to say
I was afraid to say the wrong thing
Thinking it would make you go away
Every night I did the same old thing
I wrote poem after poem on my bed
I love you written a hundred ways
Because of fear, they were never said
The stack of poems stands tall
Not one ever making it to you
You simply walked away from me
And a love that you never knew
If only I would have taken a chance
I know that you would still be here
At night I still write you many poems
Only now the ink is mixed with tears
by Brandon

Once they have understood and practiced reading and pronunciation you can ask them to write sentences in third conditional. Don’t forget to give them an example.

Example:

• If I had been Brandon, I would have sent the poem.

1st Activity - Third Conditional

Decisions Tree

Level: 3^rd of Polimodal

You can use this activity to make your students practice the third conditional. The idea is to ask your students to build up their own options tree with five big decisions they have made in their lives.

First give your students an example of the teacher’s decisions tree and also write sentences in third conditional showing how the reality would change if your decisions had gone the other way.

1. If I had left high school, I wouldn’t have studied English.
2. If I hadn’t studied English, I wouldn’t have become an English teacher.
3. If I had got married, I would have had two children.
4. If I hadn’t travelled to Cordoba, I wouldn’t have met Abel Pintos.
5. If I had bought a car, I would have come to school by car.

Source: TEFL.net

Jornadas de Inglés - Evaluación

40 hs Cátedra con evaluación

• What are the advantages of Reading example sentences in your dictionary? (Prof. Marina Adaro)

• Write the most suitable skill for each career – English for Specific Purpose. (Prof. Griselda Chaile)

• Choose one of the strategies given and apply it to the text (Stopping by woods on a snowy evening by Frost, Robert). See which SKILL/S is/are being developed through the strategy you choose: What is the purpose of the activity? (Rita Aldorino, MA in Education - TESL)

• Write your own definition of Cooperation – Do you think this approach (Cooperative Learning Approach) can be a good alternative to solve some classroom difficulties? – Do you think we can change the traditional assumption our students have of Group Work? – Did you like this workshop? Yes, No, Why? (Prof. Marcelo Mariscal)
  

Jornadas de Inglés 2nd Day

25th March, 2009

“Nuevas Herramientas

Para la Enseñanza-Aprendizaje

del Inglés”

Disertantes

Profesores de ISFD de la provincia de Jujuy

Rita Aldorino

Marina Adaro

How to integrate macro-linguistic skills (Rita Aldorino)

Ms Aldorino gave us a very nice poem by Frost Robert and she asked us to see which skill or skills we could develop through the strategy we choose to teach this poem or any other text.

Developing integrated skills

- listening, reading, speaking and writing

Stopping by Woods on a Snowy Evening (Frost, Robert)

Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,

And miles to go before I sleep.

We worked in groups and we thought that we could use this poem to teach voiced and voiceless dental sounds by exaggerating these sounds when reading the poem. In this way we could develop the listening skill.

Tell me and I will forget,
Show me and I might remember,
Involve me and I will understand!

Benjamin Franklin

Respo International


Mascha Lemmers

Franny Bakker

The Joy of Motivation

It was a very nice experience to listen to Mascha and Franny!!! They are from Holland and they showed us some physical activities to work with students with different disabilities like…

-Autism

-Down-syndrome

-ADHD-hyperactivity

-Deafness

I enjoyed this 1^st Jornadas in Perico and I really learnt some interesting new tools, but the one I liked most was the one Paula Gelman from Winton International showed us. I think this is a very new tool to use in our lessons and if we have the chance to work with this in the school we work as I have we should do it.

Thank you all!!!

By the way, RAFFLES!!!!! I won a ticket for Master Cat! 14hs Teatro del Huerto 6th May

1ras Jornadas de Inglés en Perico

24th March, 2009

“Nuevas Herramientas

Para la Enseñanza-Aprendizaje

del Inglés”

Disertantes from Winton International

Liliana Mc Cann

Jay Ritter

Paula Gelman

Today I have attended this 1st Jornadas in Perico and I’ve had the pleasure to meet Liliana Mc Cann, Jay Ritter and Paula Gelman. And I would like to share with all of you what we have learnt up to now.

New Tools for Teaching-Learning English:

-Del Pizarrón al Ciberespacio (Paula Gelman) – This has to do with Informática Educativa and how to use computing to teach English or any other subject.

From Paula we have learnt a very useful new tool about using a programme called “Clic” in order to make activities more interesting for our students. By using Clic we can prepare different activities like jigsaws, puzzles, letter soup and more. It is not difficult to use Clic and it is free to download by clicking on the following link: www.xtec.es/recursos/clic or you can contact Paula by e-mail pgelman@wintoninternational.com in case you want to know more about this programme.

-The Circle of Motivation (Jay Ritter) -

This was about planning our goals and everything we want to achieve. We could use this circle of motivation to plan about our personal or professional life, career path, lesson plans or whatever we wanted to have as aims.

-TIM methodology (Liliana Mc Cann)

TIM stands for Time, Innovation and Motivation.

First Liliana told us about INELEP which has to do with English in public schools. They come and take an international exam to students from these schools. Isn’t it just fantastic? To learn more about this you can visit this link: www.inelep.com or contact Liliana by e-mail to liliana@wintoninternational.com

Then we were asked to prepare a 20 minutes lesson plan and the new thing was to use our imagination in order to be innovating. We were given only a word "snow or sand" and we had to think of a way of teaching these words. This was tough to be creative but some could present these words by telling a story, for example.

We also learnt some new phrasal verbs and pronunciation difficulties. So the jornada has been quite meaningful and useful. Hope to learn more tomorrow. I'm sure I will!

"Identify what makes you feel good and do more of it"

By the way, RAFFLES!!!!!

I haven't won anything but it is ok. I have learnt a lot!!!