English as a Foreign Language Methodology Carolina Rojas and Amardeep S. Dhillon

Universidad Católica de la Santísima ConcepciónFacultad de Educación

English Pedagogy Programme

Methodology of English Learning as a Foreign Language

Assessment 2

“Communicative tasks”

Students: Claudia Díaz

Constanza Molina

José Palma

Professors: Carolina Rojas Amardeep Dhillon

October,10th

1. “Guessing Game”

Aim: At the end of the lesson students will be able to decide what is their favorite healthy food and why, orally.

Skill: Speaking

Language system: Teaching vocabulary.

Type of material: Flashcards.

General description of the activity: Students are going to be taught with material which is for students between an elementary and pre-intermediate level of English; A2 and B1 according to Cambridge International Language Standards. In this game, one student is going to pick up one paper which could have the name of a fruit or vegetable. The same student has to describe the fruit or vegetable that was given, while the other students have to guess the name of the fruit/vegetable that their classmate is talking about.

Purpose: This activity was created with the purpose of motivating students from the very beginning of the lesson. It is also important to mention that the person who guesses which fruit or vegetable is, will win a candy.

Activity’s instructions:

Pick one piece of paper with the name of a fruit or vegetable; describe it orally to your classmate and they have to guess which is the fruit or vegetable described. You have to describe in no more than 2 minutes.

Scoring instrument:

Rubric

Student’s Name: ________________________________________

CATEGORY

Excellent (8-7)

Good

(6-5)

Not enough (4-3)

Insufficient (2-1)

Talking Time

It is 90 seconds long.

It is one minute long

It is 30 seconds long.

It is less than 15 seconds.

Vocabulary and expressions related to the topic

Student uses precise vocabulary and expressions related to the topic. (Healthy food).

Student uses some vocabulary and expressions related to the topic. Healthy food).

Student does not use enough vocabulary and expressions related to the topic. (Healthy food).

Student does not use vocabulary and expressions related to the topic. (Healthy food).

Language/

pronunciation

The sentences of the message are appropriately given. The student controls pronunciation issues and tone of voice.

The sentences of the message are nearly well structured. There are some pronunciation issues.

The sentences of the message are not well organized and structured. There are pronunciation problems and tone of voice issues.

The sentences of the message are not well organized and structured at all. There are lot of mistakes in pronunciation part.

Observation: ________________________________________________________________________________________________________________________

2.“Video Tutorial”

Aim: Students will be able to give instructions through a YouTube video tutorial.Skill: Speaking

Language system: Teaching pronunciation.

Type of material: A youtube video tutorialGeneral description of the activity: It is a pair work activity on which the students will be able to create a YouTube tutorial video. Students are going to teach how to prepare an easy and healthy recipe. This task was created with the purpose of encouraging students to communicate. Besides, the task is based on “Planes y programas 1° medio”. This task will be assessed with an analytic rubric.

Activity’s instructions:-The task must be done in pairs.

-Every student need to search for a short, healthy and easy recipe.

-Students need to create a tutorial video and upload it to YouTube.

-The video must be about a healthy recipe of their choice.

-To give clear instructions and be focus on the pronunciation of the words.

-The video must be 5 minutes maximum.

-For help, you can see the following YouTube video to take ideas and activate the subtitles if you do not understand some words.https://www.youtube.com/watch?v=Z9aySIm5CRI

Scoring instrument:

Rubric

Category

(7-8)

(5-6)

(3-4)

(1-2)

Task

achievement

Tutorial does an exemplary job of

introducing the concept.

Presentation is well organized and thorough.

Tutorial covers some essential content but could have been more thorough.

Presentation skips from topic to topic lacking organization.

Tutorial is essential content or consistently provides

misinformation.

Presentation seemed designed more to entertain than to instruct.

Tutorial is off topic or

incomplete

Pronunciation and Elocution

Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can her presentation.

Student’s voice is clear. Students pronounces most words correctly. Most audience members can hear presentation.

Student’s voice is low. student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student mumbles , incorrectly pronounces terms, and speaks too quietly for majority of student to hear.

Use of Language: Grammar

The video tutorial has none or just one misspelling and/or grammatical errors.

The video tutorial has more than three misspellings and/or grammatical errors

The video tutorial has few misspellings and/or grammatical errors.

The video tutorial has plenty spelling errors and/or grammatical errors.

Total score:

x/24pts

Comments:

3. “Sport brochure”

Aim: SWBAT promote their favorite sport.

Skill: WritingLanguage system: Vocabulary, Grammar

Type of material: Brochure

General description of the activity: Students are going to design a brochure about their favorite sport. This task was created with the purpose of motivating students from the point of their likes, and hobbies. Besides, the task is based on “Planes y programas 1° medio”. Which is based on what Minister of Education stipulates. This task will be assessed with an analytic rubric, where the criterion are going to be organization, grammar, vocabulary, attractiveness and graphics/pictures.

Activity’s instructions:

The task must be done in pairs, each pair have to choose their favorite sport. Besides, they must look for information about it and starts designing the brochure. Students must use Microsoft Publisher.

Making a brochure:

The brochure must contain.

a) First page

a. Title

b. Your name

c. A picture related to the information.

b) Pages with the information (pages 1-4)

a. Brief description of your topic

b. Characteristics of your sport

c. History ( When was it appeared by first time)

d. Clothing related to that sport.

c) Back page

a. Web Pages where people can find more information of your sport

b. Phone numbers

Scoring instrument:

Rubric

Making A Brochure: Sport brochure Rubric

Student Name: ________________________________________

CATEGORY

4

3

2

1

Organization

Each section in the brochure has a clear beginning, middle, and end.

Almost all sections of the brochure have a clear beginning, middle and end.

Most sections of the brochure have a clear beginning, middle and end.

Less than half of the sections of the brochure have a clear beginning, middle and end.

Grammar

There are no grammatical mistakes in the brochure.

There are no grammatical mistakes in the brochure after feedback from an adult.

There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.

There are several grammatical mistakes in the brochure even after feedback from an adult.

Vocabulary

The authors correctly use several new words and define words unfamiliar to the reader.

The authors correctly use a few new words and define words unfamiliar to the reader.

The authors try to use some new vocabulary, but may use 1-2 words incorrectly.

The authors do not incorporate new vocabulary.

Attractiveness

The brochure has exceptionally attractive formatting and well-organized information.

The brochure has attractive formatting and well-organized information.

The brochure has well-organized information.

The brochure\'s formatting and organization of material are confusing to the reader.

Graphics/Pictures

Graphics go well with the text and there is a good mix of text and graphics.

Graphics go well with the text, but there are so many that they distract from the text.

Graphics go well with the text, but there are too few and the brochure seems \"text-heavy\".

Graphics do not go with the accompanying text or appear to be randomly chosen.

Adapted from Rubistar: http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDownloadFile&

Comments: ____________________________________________________________________________________________________________________________________________________________________________________

References

Hadfield, J. (1996) Elementary Communication Games: A collection of games and activities for elementary students of English. Essex: England, Longman Limited.

Littlewood,W . (1981). Applying Communicative Teaching Method in English-teaching Classroom. Sino-US English, Volume 2 (No. 9)